THE DYNAMICS OF TEACHER’S SOCIAL COMPETENCE IN INSTILLING CHARACTER VALUES STUDENTS (QUALITATIVE APPROACH IN SMPN 4 KOTA TASIKMALAYA)

Abstract

Character education plays an important role in shaping students’ moral development in schools. However, in practice, there remains a gap between the expected character values and students’ actual behavior, indicating that the implementation of character education has not been optimal. One aspect that has not been widely explored in depth is the role of teachers’ social competence in the process of internalizing character values. Previous studies tend to emphasize pedagogical and professional competence, while the dynamics of teachers’ social interactions in shaping students’ character have received less attention. This study aims to analyze the dynamics of the implementation of teachers’ social competence in instilling character values among students at SMPN 4 Kota Tasikmalaya. This research employs a qualitative method with a case study approach. Data collection techniques include observation, interviews, and documentation. The findings indicate that teachers’ social competence, reflected in effective communication skills, empathy, and positive interpersonal interactions, contributes significantly to students’ character development. In addition, teachers integrate local wisdom values of Tasikmalaya into the learning process, enabling students to recognize their own emotions, understand others’ emotions, and enhance their social awareness. The novelty of this study lies in revealing the contextual dynamics of teachers’ social competence integrated with the internalization of local wisdom values as a strategy for character education. These findings imply that strengthening teachers’ social competence based on local cultural values can improve the effectiveness of character education in junior secondary schools.