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This study aims to analyze the integration of the Pancasila Student Profile (PSP) within Civics Education (PPKn) learning in elementary schools through a descriptive qualitative library research approach. The research draws on 15 national journal articles published between 2020 and 2025 that discuss strategies, challenges, and outcomes of implementing the PSP in learning practices. The findings show that PSP values—such as mutual cooperation, independence, critical thinking, creativity, and noble character—are primarily integrated through classroom activities, project-based learning, and habituation programs aligned with the Merdeka Curriculum. However, several challenges persist, including limited teacher understanding, inconsistent school support, inadequate learning media, and insufficient alignment between curriculum expectations and classroom practices. The analysis also reveals that effective implementation requires strong teacher leadership, contextual learning strategies, and sustained school commitment to character development. The study contributes theoretically by deepening understanding of value-based learning and practically by offering recommendations for teachers and schools to optimize character-based PPKn instruction. Overall, the integration of PSP values strengthens students’ character formation and supports the development of a holistic learning environment consistent with Pancasila principles.  

The implications of progressivism in learning serve as an essential foundation for building an educational process that fosters active, creative, adaptive, and innovative students in accordance with 21st-century competency demands. The progressive approach positions students at the center of the learning process through direct experience, deep exploration, collaboration, dialogue, experimentation, and problem-solving relevant to real-life contexts, ensuring that learning is not only focused on content mastery but also on the development of potential, character, independence, and higher-order thinking skills. This study employs a literature review method by examining primary and secondary sources on the principles of progressivism, active learning strategies, and their relation to the Merdeka Curriculum as a foundation for national educational transformation. The findings indicate that progressivism plays a significant role in shaping critical thinking, creativity, communication, collaboration, digital literacy, and initiative through the implementation of learning by doing, project-based learning, simulations, scientific experiments, reflective discussions, and technology integration that strengthens learner autonomy. This experience-based approach effectively supports students in constructing knowledge independently while enhancing confidence, responsibility, social awareness, and cooperative skills. However, its implementation still faces challenges such as passive learning culture, limited teacher competence in active methods, insufficient facilities, overloaded curriculum, psychosocial barriers, academic anxiety, and students’ low confidence in expressing opinions. These findings affirm that progressivism is highly relevant to educational reform in Indonesia; therefore, improving teacher competence, strengthening facilities, reinforcing policies, providing continuous support, and creating safe, democratic, inclusive, and supportive learning environments are essential to help students develop optimally as independent, creative, and innovative learners.

Education is a fundamental right that must be fought for by every child in the nation, and throughout its development, it continues to undergo innovations and evaluations toward better quality. One educational model that is growing in Indonesia is the boarding school system, which has its own characteristics, advantages, and challenges. This study aims to describe the social studies (IPS) teachers’ strategies in boarding school–based learning, the implementation of IPS learning within the boarding school environment, and the obstacles faced by IPS teachers at MTs Darul Hikmah. This research employs a qualitative approach with a case study design. The study was conducted at Pondok Modern Darul Hikmah Tulungagung, with seventh-grade students as research subjects. Data collection techniques included observation, interviews, and documentation. The results show several factors that influence the low effectiveness of IPS learning in boarding schools, including the dense institutional activity schedule that reduces students’ learning focus, teachers’ limited mastery of the subject matter and classroom management, and the dual curriculum implemented simultaneously within the institution. Efforts to improve IPS learning effectiveness include enhancing teacher discipline when entering and leaving the classroom, utilizing audio-visual learning media, and connecting learning materials with current issues to make the lessons more relevant and engaging. Furthermore, the study reveals several advantages of boarding school–based education, such as fostering students’ independence, developing social awareness, providing deeper religious instruction, and integrating both general and religious education. Thus, IPS learning in boarding schools has the potential to develop more optimally with the support of appropriate learning strategies and more structured institutional management.

This study aims to analyze the transformation process of Islamic edupreneurship values in developing an educational ecosystem oriented toward independence and blessing (barakah) within Islamic schools. The low entrepreneurial and independent spirit among students remains a major challenge for Islamic educational institutions seeking to instill spiritually grounded entrepreneurship values. This research employed a qualitative descriptive approach through a case study at an Islamic elementary school. Data were collected through observation, interviews, and documentation. The results reveal that the internalization of Islamic edupreneurship values—such as amanah (trustworthiness), shidq (honesty), jiddiyyah (diligence), ibda‘ (creativity), and mas’uliyyah (responsibility)—successfully shifted students’ mindset from consumptive to productive orientation with a focus on barakah. The transformation occurred through curriculum integration, teacher modeling, socio-economic projects, and spiritual habituation. The Islamic edupreneurship-based ecosystem strengthened students’ character, microeconomic independence, and the culture of blessed work. This study recommends developing an Integrative Islamic Edupreneurship Curriculum Model to foster a competitive and morally upright generation.

This study aims to explore Al-Syarqawi’s concept of learning motivation and its relevance to the development of students’ interest in learning within the framework of modern Islamic education. The research adopts a qualitative approach with a library research method and applies content analysis to Al-Ta’allum: Al-Nadhariyat wa Al-Tatbiqiyyah and other relevant references. The results show that Al-Syarqawi places motivation as a fundamental condition that determines the continuity and success of the learning process. Motivation, both intrinsic and extrinsic, covers spiritual, psychological, social, and biological dimensions that guide students toward meaningful learning experiences. Al-Syarqawi emphasizes that spiritual motivation should be integrated into the educational process to create balance between intellectual development and moral-spiritual growth. His thought remains relevant to holistic and character-based education, especially in the context of the Merdeka Curriculum, which promotes student independence, creativity, and moral responsibility. Thus, this study contributes to enriching Islamic educational thought by providing an integrative perspective that harmonizes spiritual, psychological, and pedagogical values to enhance students’ motivation and learning engagement.

This study aims to describe the implementation of 21st-century skills oriented toward the Merdeka Curriculum through the Pancasila Student Profile Strengthening Project (P5) at SMAN 1 Rejotangan. A qualitative research approach was employed, with data collected through observation, interviews, documentation, and triangulation. The research subjects included Grade X students, homeroom teachers, and the vice principal of curriculum affairs. The findings reveal that the implementation of 21st-century skills—critical thinking, creativity, collaboration, communication, and digital literacy—has been effectively integrated into the P5 project under the theme Sustainable Lifestyle. The project activities fostered students’ environmental awareness, independence, creativity, and social responsibility. The planning, implementation, and evaluation stages were conducted systematically, with teachers serving as facilitators and students as active participants. Optimization efforts were carried out through teacher capacity building, technology integration, and collaboration with external partners. The study concludes that implementing the Merdeka Curriculum through P5 effectively cultivates adaptive, innovative, and character-driven learners based on the values of Pancasila

This study aims to analyze in depth the cultural construction of independence in Islamic boarding schools through the perspective of educational sociology. The main focus of this study is to explore how social structures, power relations between kyai and santri, and hidden curriculum mechanisms contribute significantly to the formation of santri's independent character. This research is motivated by the discrepancy between national educational goals and the reality of the crisis of independence often found in formal educational institutions. Using descriptive qualitative methods through a literature study and critical synthesis approach, this study examines the phenomenon of independence as a sociological product. The results of the study show that the independence of santri is not merely obedience to formal rules, but rather the result of the formation of internalized habitus through strict daily discipline and the accumulation of cultural capital transmitted by the figure of the kyai. These findings confirm that the charismatic relationship between kyai and santri serves as the main channel for transmitting the values of initiative and responsibility. Furthermore, the hidden curriculum manifested in the daily exemplary behavior of the kyai has proven to be more effective in shaping the autonomy of santri than conventional classroom instruction. The implications of this study confirm that the educational ecosystem model in Islamic boarding schools can serve as a strategic reference for modern educational institutions in overcoming the challenges of character degradation and independence among students in the contemporary era.

This study aims to analyze the effectiveness of the sorogan and bandongan methods in Islamic boarding school (pesantren) learning through the perspective of educational psychology. Using a qualitative-descriptive approach based on library research, this study explores the relevance of these traditional teaching methods to behaviorist, cognitivist, and constructivist learning theories. The findings reveal that the sorogan method, which emphasizes personal interaction between students (santri) and teachers (kiai), plays a crucial role in improving reading accuracy, learning discipline, independence, and metacognitive abilities. Meanwhile, the bandongan method, which is conducted collectively, proves effective in strengthening conceptual understanding, fostering social learning, and internalizing moral and spiritual values within a communal context. The integration of these two methods represents a synergy between the intellectual tradition of pesantren and the principles of modern educational psychology that emphasize affective, cognitive, and psychomotor aspects. The results indicate that the combined application of sorogan and bandongan can support the development of an adaptive pesantren curriculum aligned with the demands of 21st-century education while maintaining the Islamic scholarly tradition that serves as the foundation for character formation and personal development.

This study aims to analyze the effect of strengthening the Pancasila Student Profile on the development of students' character in Social Science (IPS) subjects at Madrasah Aliyah Alkhairat Bolangitang Barat. Strengthening the Pancasila Student Profile has become a key focus in the implementation of the Merdeka Curriculum, which emphasizes the development of values such as religiosity, mutual cooperation, creativity, independence, global diversity, and critical thinking in students. This research uses a quantitative approach with a survey method, distributing questionnaires to 57 students. Data analysis was performed using simple linear regression with the help of SPSS to determine the contribution of the Pancasila Student Profile Strengthening variable (X) to students' character development (Y). The results show the regression equation Ŷ = 53.782 + 0.586X, indicating that every 1% increase in variable X will raise variable Y by 0.586. The positive regression coefficient indicates a significant and positive relationship between the two variables. The R Square value of 0.533 suggests that 53.3% of the variation in students' character is explained by strengthening the Pancasila Student Profile, while 46.7% is influenced by other factors outside the study. Thus, it can be concluded that the implementation of the Pancasila Student Profile Strengthening program plays an important role in improving students' character in IPS learning.

This study aims to identify the implementation of soft skills and hard skills, explore strategies for developing hard skills, and analyze entrepreneurial independence among vocational students. Using a qualitative approach, data were collected through interviews and observations, then analyzed descriptively through data reduction, presentation, and verification. The results show that soft skills are internalized through workplace culture programs emphasizing ethics, communication, and adaptability, supported by mentoring and reflection activities. Hard skills are applied in alignment with industry needs through curriculum synchronization, hands-on practice, and skill-based projects, ensuring professional competence. Development of hard skills is strengthened through internships, external training, and peer teaching, with success assessed from product quality, innovation, and relevance to market demand. Entrepreneurial independence is fostered through motivation, alumni inspiration, and the Teaching Factory program that integrates learning with real business experiences. Internships also help students interact directly with customers and handle business challenges, while sustainability is maintained through product management and freelance opportunities. Overall, the implementation of internship-based learning effectively enhances vocational students’ technical and non-technical competencies, enabling them to adapt, innovate, and compete in the dynamic job market.

This research aims to explore the teacher’s role in implementing the inquiry-based learning method to enhance students' critical thinking skills in Islamic Religious Education for grade XI AKL students at SMKS YPKP TIK Sentani. A qualitative descriptive approach was employed in this study. Data were collected through observations, interviews, and documentation. The findings reveal that teachers are crucial as planners, facilitators, and motivators in the implementation of inquiry-based learning. Key supporting factors include adequate facilities, infrastructure, and a relevant curriculum. The application of the inquiry learning method effectively improves students’ critical thinking skills by fostering activeness and learning independence. This method encourages students to explore, question, and engage with the material, leading to better understanding and application of the content. The study's implications highlight the importance of innovative teaching methods in Islamic Education and provide valuable insights for teachers seeking to improve the quality of learning and student engagement. This research is expected to serve as a reference for Islamic Education teachers in applying effective teaching strategies.

This study aims to describe the implementation of the Pancasila Student Profile Strengthening Project (P5) through the entrepreneurship theme at SMP Negeri 5 Kota Bengkulu and to identify its supporting and inhibiting factors. P5 is a program within the Merdeka Curriculum that emphasizes project-based learning to foster 21st-century skills and character, which include the dimensions of faith, global diversity, cooperation, independence, critical thinking, and creativity. This research employed a descriptive qualitative method with data collected through interviews, observations, and documentation. The findings reveal that the implementation of P5 was systematically carried out in planning, implementation, and evaluation stages. In the entrepreneurship theme, students were engaged in designing, producing, and marketing cassava chips. These activities enhanced entrepreneurial skills while also promoting independence, creativity, collaboration, and responsibility. The main supporting factors included strong leadership commitment, teacher creativity, availability of simple facilities, and involvement of parents and the local community. On the other hand, inhibiting factors identified were limited teacher training, a short project duration, minimal production resources, and the absence of standardized evaluation instruments. Overall, the implementation of P5 through the entrepreneurship theme successfully provided meaningful learning experiences that not only strengthened students’ understanding of entrepreneurship but also integrated Pancasila values into daily practice. The results of this study may serve as a reference for other schools in developing contextual P5 projects oriented toward character building.

The Merdeka Learning - Merdeka Campus (MBKM) policy is a groundbreaking initiative in Indonesia’s higher education system, aiming to create more flexible learning opportunities, connect students with the workforce, and integrate experiential learning. The key strength of this policy lies in its ability to empower students to develop independent learning through extracurricular activities that align with their competencies. At Yudharta Pasuruan University, MBKM has been adopted as an important strategy to enhance the quality of education while preparing graduates to be adaptive and competent in an ever-changing job market. The main aim of this research is to analyze how the planning, implementation, and evaluation of the MBKM program at Yudharta Pasuruan University contribute to improving student independence in learning. The focus of this study includes examining curriculum management, faculty support, and the university's partnerships with external organizations, which are all vital components of the MBKM program. This research uses a qualitative approach, with data collected through interviews, observations, and document analysis. The data analysis process involves data reduction, data presentation, and drawing conclusions. The results of the study indicate that Yudharta Pasuruan University has successfully implemented MBKM through clear policy planning, curriculum adjustments, and the strengthening of external partnerships. Students have gained significant benefits, including increased independence in learning, enhanced critical thinking skills, improved adaptability, and valuable real-world experiences in their chosen fields. These outcomes show that the MBKM program at Yudharta Pasuruan University plays a critical role in transforming higher education, making it more relevant, sustainable, and aligned with the needs of both students and the workforce. This research underscores the importance of MBKM in encouraging the development of a more independent and competent generation of graduates.

Problem-Based Learning (PBL) is a student-centered teaching approach, where the learning process begins with a real-life problem relevant to everyday life. PBL encourages students to actively seek information, analyze data, and formulate solutions through group work and discussion. This approach not only develops critical thinking, problem-solving, and communication skills but also increases students' independence and responsibility for their own learning process. This article aims to examine how PBL is implemented in two main curricula in Indonesia: the 2013 Curriculum (K13) and the Independent Curriculum. In the 2013 Curriculum, PBL is integrated through a scientific approach and project-based activities, where students are invited to explore concepts and theories through investigative activities. Meanwhile, the Independent Curriculum provides more space for teachers and students to design contextual and personalized learning activities, making the implementation of PBL more flexible and adaptive to local needs and student characteristics. The literature review results indicate that both curricula effectively utilize PBL principles to enhance students' cognitive and metacognitive skills. The Independent Curriculum, in particular, places greater emphasis on independent learning, self-reflection, and the development of student interests through differentiated learning. Thus, the application of PBL within the context of the Independent Curriculum has proven to be more adaptive to the dynamics of 21st-century learning. In conclusion, the use of Problem-Based Learning in both curricula has significant potential to enhance students' learning abilities, as long as the approach is tailored to school conditions, student characteristics, and is supported by competent teachers and training in implementing this method effectively.

This study aims to explore the concept of Qur’anic Spiritual Intelligence and its role in developing high-quality human resources, with a specific focus on the implementation at SMAIT Ash-Shohwah Berau. Qur’anic Spiritual Intelligence refers to a form of spiritual capacity derived from deep interaction with the Qur’an, encompassing the intelligence of the spirit, soul, heart, and moral consciousness. This research employs a qualitative method with a case study approach to provide an in-depth understanding of the phenomenon. Data were collected through semi-structured interviews with teachers and students, participant observations during religious and academic activities, and documentation analysis of school programs. The findings reveal that the cultivation of Qur’anic Spiritual Intelligence at SMAIT Ash-Shohwah Berau is systematically integrated into the school’s curriculum and extracurricular programs, particularly through the high-quality Tahfidzul Qur’an program, which is mandatory for all students. The process of memorizing the Qur’an is not only aimed at achieving mastery of verses but also at nurturing closeness to Allah SWT, shaping attitudes and values that form the foundation of high-quality human resources. Students participating in the program demonstrate notable improvements in discipline, responsibility, enthusiasm for learning, social competence, emotional regulation, honesty, independence, and leadership skills. Furthermore, the study highlights that Qur’anic Spiritual Intelligence serves as a transformative element, influencing both academic achievement and personal character. It fosters an integrated development that balances intellectual capability with moral integrity, enabling students to contribute meaningfully to society. The results suggest that embedding Qur’anic Spiritual Intelligence in educational settings can be a strategic pathway for producing graduates who are not only academically competent but also spiritually grounded and socially responsible. This has significant implications for Islamic education institutions aiming to develop comprehensive human resources aligned with Qur’anic values and the demands of the modern world.

The Pancasila Student Profile Strengthening Project (P5) is part of the implementation of the Independent Curriculum, which emphasizes the holistic development of student character. The program's primary objective is to develop students with noble character, global diversity, collaborative spirit, independence, critical thinking, and creativity. One approach to integrating these values is through an appreciation of literary works, particularly folktales. Folktales have great potential as educational media because they contain various life values derived from local wisdom. This research focuses on analyzing the life values contained in folktales from the Semarang region and assessing their relevance in supporting the implementation of P5. Amidst the decline in moral values among students, marked by rampant cases of brawls, drug abuse, bullying, and unethical behavior, utilizing folktales as teaching materials is an alternative solution that is contextual and culturally based. Unfortunately, many local folktales remain largely unknown and underutilized in the learning process. The research method used was a qualitative approach with data analysis techniques modeled after Miles and Huberman. The results of the study indicate seven main values contained in Semarang folklore: aesthetic, religious, social, moral, cultural, educational, and economic. These values not only reflect the social conditions of society in the past but also have strong relevance for shaping the character of today's students. Despite differences in the context of the times, folklore can still be used as an effective learning medium, especially when packaged in a more engaging and modern format, such as digital storytelling, animation, or other interactive media. Therefore, the inclusion of folklore in P5 can bridge the gap between cultural heritage and sustainable character education.

This community service activity addresses the growing need for adaptive education in the digital era by focusing on strengthening the character and competence of students in line with rapid technological developments. The Pancasila Student Profile, which serves as the foundation of the Merdeka Curriculum, outlines six core dimensions: faith and piety, global diversity, cooperation, independence, critical reasoning, and creativity. Among these, creativity, independence, and critical thinking are crucial for preparing students to become innovators and problem-solvers in the digital world. However, schools in developing regions often face limitations in implementing these dimensions due to lack of resources and digital literacy. This program was implemented at SMA Negeri 2 Sorong Regency with the objective of strengthening the Pancasila Student Profile by providing training in the use of Thunkable, a visual programming platform for creating drag-and-drop mobile applications. The activity used a Project-Based Learning (PjBL) approach, enabling students to actively engage in designing simple educational applications that align with their learning context. The method encouraged hands-on exploration, teamwork, critical analysis, and creative thinking. Throughout the training, students not only learned how to navigate the Thunkable platform but also developed functional mobile apps addressing real-life learning challenges. The outcomes of the program showed a marked improvement in students’ digital literacy, problem-solving ability, innovation, and collaboration. Furthermore, students began to view themselves not just as consumers of technology but as producers of meaningful digital solutions. This initiative demonstrates that integrating digital technology with project-based learning can effectively support the implementation of the Pancasila Student Profile, even in remote or underdeveloped areas. It provides evidence that with the right approach and tools, students can be empowered to become digitally literate, creative, and socially responsible individuals who are ready to act as agents of change in the 21st century.

This study aims to explore the perspective of Physical Education, Sports, and Health (PJOK) teachers and classroom teachers regarding the form and effectiveness of cooperation in the implementation of the Pancasila Student Profile Strengthening Project (P5) with the topic of Sustainable Lifestyle at Pajajaran State Elementary School. The implementation of the Independent Curriculum emphasizes the importance of collaborative, comprehensive, and contextual learning, where synergy between teachers is the main foundation for the success of thematic projects. This collaboration is essential to ensure that learning not only develops cognitive aspects, but also forms character and environmental awareness in students. The research method used is a qualitative approach with data collection techniques through semi-structured interviews, direct observation during the learning process, and document analysis such as learning implementation plans and P5 project reports. The data was analyzed with the stages of data reduction, data presentation, and conclusion drawing to obtain a comprehensive picture of the teacher's collaboration strategy. PJOK teachers play a role in field practice, such as teaching physical activities that prioritize the principles of sustainability and healthy living habits. Meanwhile, classroom teachers emphasized strengthening conceptual material on sustainability through discussions, literacy, and creative projects. The results of the study show that the synergy between PJOK teachers and classroom teachers creates more effective and meaningful learning. Challenges that arise include limited time for coordination, differences in teaching styles, and lack of a comprehensive understanding of sustainability concepts. However, motivation, commitment, and good communication are key factors to overcome these obstacles. This research emphasizes that teacher collaboration is crucial in supporting the successful implementation of the Independent Curriculum, while instilling the values of environmental care, independence, and social responsibility in students.

This service program aims to provide mentoring to students of SMK Negeri 3 Sorong through the utilization of mobile learning technology using the Thunkable application. Thunkable is a drag-and-drop-based platform that allows users to design interactive mobile applications without complex programming. The mentoring program was designed to enhance students’ digital literacy, foster creativity, and strengthen their understanding of subject materials through the development of self-made interactive media. The method employed in this activity involved a participatory approach, including workshops, technical guidance, and learning outcome evaluations. The results showed that students were able to develop simple applications tailored to their learning needs and demonstrated increased motivation and independence in the learning process. Furthermore, students gained hands-on experience in designing and implementing technology in practical contexts. This approach has proven effective in bridging the gap between the school curriculum and the technological skills required in today’s workforce. Therefore, using Thunkable as a mobile learning tool presents an innovative alternative in vocational education and training.

This article discusses the dynamics of Islamic education during the Sultanate of Banten, an Islamic kingdom that developed since the 16th century and became one of the centers of Islamic civilization in the archipelago. Islamic education in Banten not only shapes the Islamic identity of the community, but also strengthens morality, social solidarity, and cultural resilience. Islamic boarding schools are the main pillars of education that integrate the teaching of religious science, character education, and socio-religious practices. The role of pesantren expands, not only as a learning center, but also as a da'wah institution that instills the values of independence, justice, and brotherhood in the midst of a multicultural society. Great scholars such as Sheikh Nawawi al-Bantani and Sheikh Yusuf al-Makassari have an important role in strengthening the scientific network between Banten, the Middle East, and the Islamic world. Their profound works in the fields of jurisprudence, Sufism, and morals had a great influence on the development of Islamic thought in Southeast Asia. The pesantren curriculum that focuses on the yellow book, with the teaching methods of sorogan, bandongan, and wetonan, produces students who are not only knowledgeable, but also disciplined, moral, and sensitive to social problems. The Dutch colonial period brought severe challenges with secular policies and restrictions on Islamic education. However, pesantren still exist as spiritual and intellectual fortresses. This success is supported by the ability of pesantren to develop economic independence and expand scientific networks through the overseas migration of students to various Islamic study centers abroad. Until now, Banten's Islamic education heritage has transformed into a modern Islamic boarding school that is able to combine classical traditions with technology and global insights. This study confirms that traditional Islamic education in Banten has a strategic role in shaping the social, spiritual, and identity structure of the Muslim community, which persists across generations.