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This study aims to analyze the role of teachers in shaping the sense of responsibility in elementary school students and to identify supporting and inhibiting factors in the learning process at SD Barokatul Minna. This study uses a qualitative approach with a descriptive method. Data sources were obtained from third-grade teachers and students through observation, interviews, and documentation. The results of the study show that teachers play a very important role in developing students' sense of responsibility, namely as educators, demonstrators, classroom managers, motivators, and evaluators. Teachers set examples through disciplined and responsible behavior, provide opportunities for students to practice directly, and offer continuous motivation and evaluation. In addition, learning success is supported by adequate school facilities and infrastructure, high teacher motivation, and positive synergy between the school and parents. However, the learning process also faces several obstacles, such as differences in students' levels of understanding, low interest in learning due to the influence of gadgets and digital media, students' psychological conditions, and limitations of learning support facilities. Therefore, the formation of students' responsibility character requires consistent cooperation between teachers, schools, and parents so that the goals of character education can be achieved optimally.
This study aims to analyze the role of teachers in shaping the sense of responsibility in elementary school students and to identify supporting and inhibiting factors in the learning process at SD Barokatul Minna. This study uses a qualitative approach with a descriptive method. Data sources were obtained from third-grade teachers and students through observation, interviews, and documentation. The results of the study show that teachers play a very important role in developing students' sense of responsibility, namely as educators, demonstrators, classroom managers, motivators, and evaluators. Teachers set examples through disciplined and responsible behavior, provide opportunities for students to practice directly, and offer continuous motivation and evaluation. In addition, learning success is supported by adequate school facilities and infrastructure, high teacher motivation, and positive synergy between the school and parents. However, the learning process also faces several obstacles, such as differences in students' levels of understanding, low interest in learning due to the influence of gadgets and digital media, students' psychological conditions, and limitations of learning support facilities. Therefore, the formation of students' responsibility character requires consistent cooperation between teachers, schools, and parents so that the goals of character education can be achieved optimally.
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