Internalization of Brahmacari Values in Hindu Religious Education in Elementary Schools: A Case Study of SDN 2 Tamansari Gunungsari

This article is in the discourse of Hindu Religious Education and character education, with a focus on the internalization of Brahmacari values in elementary school students. This study aims to analyze the form, depth, and supporting and inhibiting factors of internalizing brahmacari values in Hindu Religious Education learning at SDN 2 Tamansari Gunungsari. The methods used were qualitative with a case study design, involving limited participant observation, in-depth interviews with teachers, students, and parents, questionnaires to students, and documentation studies that were thematically analyzed through triangulation of sources and techniques. The working hypothesis of this study states that the systematic integration of brahmacari values in school learning and culture will strengthen the religious character and learning discipline of students. The results show that the internalization of brahmacari values is already underway but is still dominant at the cognitive (declarative) level, only partially reaching the procedural and existential levels, strongly influenced by the ecology of values that includes pedagogical design, school culture, parenting patterns, and digital exposure. The main contribution of this article is the submission of the framework of the internalized ecology of brahmacari and the typology of the three levels of internalization as a new analytical lens. These findings confirm the need for an integrative school–family–community approach to optimize the brahmacari period as a character-building phase.