DEVELOPMENT OF STORYTELLING–WRITE MESSAGE– REINFORCEMENT (SWR) LEARNING MODEL IN CULTIVATING SOCIAL CARE CHARACTER OF ELEMENTARY SCHOOL STUDENTS

Abstract

Character education constitutes an essential and inseparable component of national education. The rapid advancement of digital technology and globalization has contributed to a decline in social concern, empathy, and cooperative behavior among elementary school students, thereby necessitating innovative character education approaches. This study aimed to develop the Storytelling–Write Message–Reinforcement (SWR) learning model to foster social care character among elementary school students. The research employed a Research and Development (R&D) approach using the ADDIE development model, encompassing the stages of Analysis, Design, Development, Implementation, and Evaluation. The study involved 75 fifth-grade students from three public elementary schools in two districts of West Bandung Regency, Indonesia. Data were collected through observations, interviews, questionnaires, reflective writing analyses, documentation, and expert validation sheets. The findings revealed that the SWR learning model achieved a high level of validity, with an average validation score of 80.8%, indicating feasibility for implementation. Practicality testing demonstrated positive responses from both teachers and students, with an average score of 91.2%. Effectiveness testing indicated a significant improvement in students' social care character, with the average pretest score increasing from 68.3 to 87.3 in the posttest. Students exhibited enhanced empathy, cooperation, helping behavior, responsibility, and social sensitivity. Therefore, the SWR learning model can serve as an innovative and effective pedagogical alternative for strengthening character education in elementary schools.