Evaluation of Pre-Service Teachers in Integrating Character Values Through Teaching Practicum (PPL) in Mathematics Learning

Abstract

Character education has become one of the primary focuses of education in Indonesia to develop students who are not only academically competent but also possess strong moral values. This study aims to evaluate the ability of pre-service teachers to integrate character values during the Teaching Practicum Program (PPL) in mathematics learning. This research employed a qualitative descriptive approach involving seven mathematics education student teachers who conducted their teaching practicum in several secondary schools in Situbondo Regency. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that most pre-service teachers had incorporated character values into their lesson plans; however, the integration was still largely administrative in nature. During classroom implementation, values such as creativity, independence, cooperation, religiosity, discipline, and honesty were successfully integrated through Problem-Based Learning and group discussion activities. Nevertheless, values related to nationalism, patriotism, appreciation of achievement, reading habits, and social awareness were not optimally integrated. The main challenges faced by pre-service teachers included curriculum demands, limited classroom management skills, and difficulties in contextualizing mathematics learning with character education. Therefore, stronger pedagogical preparation and continuous mentoring are required to improve character value integration in mathematics instruction.