Strengthening Character Through Pancasila Student Profiles: Impact and Challenges in Learning at SDN 02 Amban

The research aims at understanding how Emeyode ethnic group interact and manage the sago forest and how the construction of Emeyode ethnic group identity is shaped through interaction with the sago forest. The study is done through the lense of Anthropology to unearth the relationship of culture and ecology of Sago. Sago plants are native plants of Indonesia, in which approximately 90% of the world's sago is found in Indonesia. Sago area in Indonesia is approximately 5.5 million hectares, and approximately 5.2 million hectares of sago plantations are found in Papua and Southwest Papua Provinces. Meanwhile, Southwest Papua has the largest area of sago plants in Indonesia with an area of approximately 4,749,424 million hectares, and South Sorong Regency is an area that has the largest area of sago plants. Of the area of sago forest in Southwest Papua Province 510,213, South Sorong Regency has the largest sago forest with 148,004, or approximately 29%. Therefore, there is a strong indication that sago plants have origins in the province of Papua and the province Southwest Papua. The research is conducted through ethnographic approach. The characteristic of the ethnographic method is the collection of data using participant observation and in-depth interview. The researcher is directly involved in observing the sago plants, and also observing the Emeyode ethnic group in terms of their relation to sago in their daily activities. The in-depth interview is utilized to uncover the relations of sago with the Emeyode ethnic group through culture. The research shows that there is a kind of relationship between sago plants and the Emeyode ethnic group in terms of cultural values. Specifically, sago is perceived as a gift from the "giver" to the Emeyode ethnic group as a source of food, as well as a symbol of the construction of the Emeyode ethnic group's identity. Therefore, maintaining and preserving sago plants means protecting the life of the Emeyode Ethnic Group.

Education management according to Law No. 20/2003 Article 1 Paragraph 1 includes planning, organizing, directing and controlling educational resources to develop human potential holistically, including mental, moral and physical. Character education management emphasizes developing learners' characters with moral values such as honesty, responsibility and tolerance. The integration of character values in the curriculum aims to create academically intelligent and highly moral individuals. In PAUD Tampahan sub- district, the current Curriculum 2013 (K13) focuses more on academic and cognitive aspects, while character development and Pancasila values receive less attention. K13, which refers to Minister of Education and Culture Regulation No. 146 of 2014, has not been optimal in emphasizing Pancasila-based character education. Based on observation, 70% of PAUD teachers felt the need for a more structured curriculum to teach Pancasila values. This research aims to: (a) to produce a character education curriculum management design based on the integration of Pancasila values in PAUD Tampahan District, Toba Regency, and (b) to find Pancasila values that are integrated and their implementation in daily learning. This research is a Research and Development (R&D) that aims to develop and validate a character education curriculum based on Pancasila values for PAUD. The curriculum design was developed through four stages: (1) Planning: Identifying the need for character education based on Pancasila values, with 70% of PAUD teachers stating the need for a structured curriculum. (2) Organizing: Establishing the structure and components of the curriculum, including learning objectives, core competencies, and basic competencies. (3) Implementation: Pilot testing of the curriculum at Jagung PAUD showed 88% of learners in the "Developing as expected" category and 12% in the "Developing Very Well" category, with no learners in the "Not Developing" or "Beginning to Develop" categories. (4) Monitoring: Pre-test and post-test evaluations showed an increase in learner development, indicating the success of the curriculum.This curriculum integrates 10 of the 18 values of national character building according to Syarbaini (2011), namely: Sincerity, Unity, Mutual cooperation, Deliberation, Cooperation, Harmony, Patriotism, Simplicity, Dignity and self-respect, and Hard work.

Pancasila and Citizenship Education (PPKn) is vital in fostering student character aligned with Pancasila values and promoting global citizenship awareness. This study examines the role of PPKn in addressing educational challenges in globalization and character development. A literature study approach was adopted, analyzing diverse sources, including scientific journals, books, and articles, to gain insights into the implementation of PPKn in education. Findings reveal that PPKn significantly shapes student character through Pancasila principles, such as mutual cooperation, social justice, and respect for diversity. Furthermore, PPKn enhances students' global awareness on issues like human rights, cultural diversity, and social responsibility. As a compulsory subject at all educational levels, PPKn integrates global values into its curriculum to prepare students for challenges like climate change, social inequality, and cultural conflict. By adopting innovative learning methods, PPKn cultivates a generation with integrity, strong character, and the capability to contribute at an international level. The integration of local and global perspectives in PPKn supports the creation of a national identity that is adaptive to modern demands. PPKn plays a pivotal role in character education and global readiness, ensuring students are equipped to address contemporary issues and contribute positively to society. This reinforces the development of a nation's character, responsive to the challenges of globalization.

Problems with students' attitudes and moral decadence are increasingly common, making it necessary to optimize character education from an early age. One way that can be done is to implement the Pancasila Student Profile values. This research analyzes the implementation of the internalization of Pancasila Student Profile values ​​among students at SD Al Islam Pengkol, Jepara, using a descriptive qualitative approach. The main objective is to describe various strategies for internalizing Pancasila values ​​in the context of Islamic education. Data obtained through interviews, observation, and documentation analysis, shows that the values ​​of Pancasila—including the dimensions of Faith, Global Diversity, Mutual Cooperation, Independence, Critical Reasoning, and Creativity—can be internalized well in the school. Although there are obstacles from student background and parental understanding, schools have taken innovative steps to overcome this problem, such as teacher training and strengthening communication with parents. These findings indicate that the integration of Pancasila values ​​with an Islamic perspective makes a significant contribution to the formation of student character, creating individuals who are moral, responsible and able to contribute positively to society. It is hoped that this research can become a reference for the practice of character education in elementary schools.

Background: The development of Pancasila character in early childhood is very important, especially in the context of working families who often face challenges in providing optimal character education. The character of Pancasila includes values such as justice, tolerance, and mutual cooperation, which need to be instilled from an early age to form a generation with integrity. Research Objectives: This research aims to explore the strategy of developing Pancasila character in early childhood in working families, as well as understand the experiences and challenges faced by parents in the process. Research Method: This study uses a qualitative phenomenological approach, which allows researchers to explore the subjective experiences of parents in developing Pancasila characters in their children. The data were collected through in-depth interviews with working parents, as well as observations of their interactions with children. Research Findings: The use of quality time with children, involving the family in character building, introducing children to religious and social activities, and the use of technology to learn Pancasila values, are all important aspects in shaping the character of Pancasila in children. This helps strengthen moral values, social concerns, and positive communication between parents and children, thereby helping children understand and apply Pancasila values better. Research Conclusion: This study concludes that the development of Pancasila character in early childhood in working families requires collaboration between parents, educational institutions, and the community. Greater support from the surrounding environment can help parents in implementing effective strategies. Research Novelty: This study provides new insights into how working families can contribute to the development of Pancasila character, as well as highlighting the importance of the role of the social environment in supporting the character education process at home.

Reba Bajawa culture, an annual traditional ritual in East Nusa Tenggara, is a tangible manifestation of the noble values of Pancasila, the Indonesian state philosophy. Through three main stages—Kobe Dheke, Kobe Dhoi, and Kobe Sui—this ritual integrates spiritual, social, and ecological aspects. The values of divinity, humanity, unity, democracy, and social justice are reflected in each stage of the ritual, from offerings to ancestors to mutual cooperation in building piles of yams. The Reba Bajawa ritual is not just a traditional ceremony but also a culturally rich heritage. This research examines how Pancasila values are implemented in each stage of the Reba ritual. The results show that the Reba ritual is an effective means of preserving the nation's noble values, strengthening cultural identity, and building a harmonious society. Through a deep understanding of the Reba ritual, it is hoped that it can raise public awareness of the importance of preserving the nation's culture. In the era of globalization, traditional values are often marginalized. However, the Reba Bajawa ritual proves that noble values such as mutual cooperation, tolerance, and respect for nature are still relevant today. This study analyzes how the Pancasila values contained in the Reba ritual can be an inspiration in building a better Indonesian society. This research aims to analyze how Pancasila values are embodied in the Reba cultural practice and its implications for national character education.

This study aims to evaluate the implementation of social justice values in the context of social stratification in Indonesian society using a qualitative approach through literature review. This study begins with the phenomenon of increasing social, economic, and educational inequality, which indicates a gap between the ideal values of Pancasila and the social realities faced by society. Through an analysis of various scientific sources, this study identifies that the stratification structure formed by the dominance of power, access to resources, and the distribution of opportunities has hampered the realization of equitable social justice. The results show that although Pancasila normatively emphasizes the principles of equality and solidarity, its implementation is still limited by a hierarchical social system and policies that do not favor marginalized groups. Reactualizing Pancasila values as an ideology of social justice in the era of globalization is a major urgency to address inequality and strengthen social solidarity. This effort requires synergy between character education, inclusive policies, and community empowerment so that social justice can become a substantive reality, not just an ideological symbol. Thus, this study emphasizes the need to revitalize Pancasila values in building a more just, civilized, and nationally distinctive society.

Research This research examines the management of knowledge strengthening and character education programs in vocational schools throughout Sebatik Nunukan, North Kalimantan. Using a qualitative approach, data was collected through observation, in-depth interviews, and documentation studies with research subjects including teachers, school principals, and students. Data analysis was carried out using thematic methods and the Miles, Huberman, and Saldana model. The research results show that limited educational facilities such as laboratories and libraries hinder the science teaching process. Character education is often inconsistent due to a lack of training and support for teachers, requiring ongoing training and professional support. Local community participation in character education is still limited, even though it is very important to create an environment that supports character values. This research emphasizes the importance of improving educational facilities, continuous training for teachers, community involvement, implementing innovative learning methods, and utilizing technology in programs to strengthen knowledge and character education in vocational schools throughout Sebatik Nunukan. It is hoped that these efforts can improve the quality of education and produce a generation that is competent and has good character.

This research aims to examine the implementation of the Merdeka Curriculum in supporting inclusive learning and integrating Pancasila values in primary education. The research method used is a qualitative approach with a case study in several elementary schools in the Bangkalan, Sampang, Pamekasan, and Sumenep regions. Data collection was carried out through observation, in-depth interviews with teachers and students, and analysis of curriculum and learning documents. The results of the study show that the Merdeka Curriculum provides flexibility for teachers in designing and implementing inclusive learning. Pancasila values such as mutual cooperation, social justice, and appreciation for diversity have been successfully integrated into learning activities. Teachers and students demonstrate a deeper understanding of these values and are able to apply them in everyday school life. The conclusion of this research is that the Merdeka Curriculum is effective in supporting inclusive learning and integrating Pancasila values in primary education. This has a positive impact on the development of students' character and creates a more inclusive and harmonious learning environment.

This research analyzes character education policies to realize Pancasila's values in elementary school students. Using qualitative methods with case studies at some primary schools in Surakarta, data was collected through interviews, observations, and document analysis. Research results show that character education policies are implemented through the integration of Pancasila values into curricula, extracurricular activities, and teacher training. Collaboration between schools and parents is also effective in supporting student character education. However, challenges such as resource constraints and different understandings of character education remain. In conclusion, a character education policy based on Pancasila can effectively shape the character of elementary school students, with sustained support from all sides.

Indonesia as part of a pluralistic country consists of people with different cultural, ethnic, religious, or linguistic backgrounds. On the one hand, these differences are a Grace from Allah SWT that needs to be cared for and maintained. On the other hand, diversity has the potential to cause conflicts between ethnicities, groups, and beliefs. So far, the Ministry of Religious Affairs has promoted Religious Moderation as a pioneer in moderating the understanding and attitudes of extremes that occur. This article discusses the role of Pancasila Education in shaping the nation's character with a descriptive qualitative research method. The type of research is Pustaka. The results of the study concluded that character education cultivation can be done in three ways, first through inclusion in the Educational Curriculum. Pancasila values must be introduced to students in schools, so it is necessary to include Pancasila values in the curriculum that is enforced. Second, strengthen Pancasila-based character education. Acquaint children with nationalist characters, such as mutual cooperation, visiting sick friends, collaborating in completing projects with friends, and helping each other in succeeding activities outside the home. And third, to ensure a healthy environment for the nation's generation. An environment that instills Pancasila values, serves children from less positive backgrounds.

Character education is a component of the independent curriculum that tries to mould character and is related to the moral conundrums that today's youngsters are facing. Naturally. These issues are quite worrying, particularly in view of the way that national education is forming the country's identity. This study made use of library research, which collects written data from books and specialised publications. Therefore, the goal of this study is to determine how urgently the autonomous curriculum needs to promote morally admirable values through character education. What is the significance of having a stand-alone character education programme, and how might honourable ideals be attained through it? is how the problem of the study was phrased. As a result of this study, The policy of acting in accordance with Pancasila values and nurturing admirable morals via characteristics is guided by the independent curriculum. To promote character education, society, the environment, parents, and educators must all set a good example of behaviour. Character education can be applied in a variety of ways within school walls to assist kids in developing positive attributes. Creating an activity programme that aids in pupils' acquisition of moral principles is one such method.

The young generation's low concern for the environment and rampant anti-social behavior were reasons for implementing character education, especially in Adiwiyata schools. Strengthening character education in schools was very important. This study aimed to analyze the strengthening of character education at Adiwiyata schools, especially at Keturen 01 State Elementary School Tegal. The research method was qualitative, a type of case study. The subjects were students of class 4 Keturen 01 State Elementary School Tegal. Researchers collected data through in-depth interviews, observation, and documentation; he tested the validity of the data using technique and source triangulation. Data analysis included collecting data, sorting data, categorizing the data, and concluding. Based on research results, strengthening character education at Adiwiyata schools was developed based on the environment. Character education was carried out by implementing the dimensions of the Pancasila student profile. Teachers became facilitators in character education in schools, while students were trained and accustomed to thinking and behaving following Pancasila values and caring for the environment. These activities were carried out through learning activities and habituation activities at school. Based on this, the conclusion was that strengthening character education in schools had been going well. Students and teachers could overcome the obstacles.

Character education has a very important role in building a young generation with Pancasila character. The research method used is a literature study by examining various reliable sources such as scientific journals, books, and official documents. The results of the study show that character education has a very important role in shaping the young generation with Pancasila character. Character education can be carried out through various approaches, such as instilling Pancasila values, habituating good behavior, and character development through various learning activities. Effective implementation of character education requires synergy between various parties, including families, schools, and the community. Character formation of the younger generation is the main goal of character education. Through character education, the younger generation is given a deep understanding of Pancasila values and given various learning activities to form character in accordance with the spirit of Pancasila. Character education has a very important role in shaping the young generation with Pancasila character. This is evident from the results of research that show that the implementation of character education can make a significant contribution in instilling Pancasila values to the younger generation. Various approaches that can be taken in character education include the cultivation of Pancasila values, habituation of good behavior, and character development through learning activities. However, to achieve the effectiveness of character education, cooperation between families, schools, and the community is needed. Thus, character education is not only the responsibility of the school, but also involves various parties in society.

This research examines the importance of strengthening character education based on Pancasila values in addressing the challenges of diversity in Indonesia. The focus is on integrating tolerance and global diversity values into the formation of the Pancasila Student Profile, which aims to enable students to live harmoniously in a multicultural society. Using a case study in Sukowono Village, known as Pancasila Village, this research identified best practices in tolerance-based character education, such as interfaith cooperation and joint celebrations of religious holidays. This qualitative research approach involved participatory observation, in-depth interviews, and document analysis to explore how Pancasila values, especially tolerance, were implemented in community life and formal education. The data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing and verification. The study proposes an effective project-based learning model to internalize tolerance values in education. This model included stages such as introducing the concept of tolerance, field visits to places of worship, interfaith collaborative projects, and experience reflection. The research results showed that this learning model successfully enhanced students' understanding of the importance of tolerance and diversity, shaping more inclusive students who are prepared to face global challenges. These findings are expected to serve as a guide for educators and policymakers in developing curricula that support the character formation of Pancasila Students throughout Indonesia.