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This paper aims to describe the implementation and development of the Merdeka Curriculum at SD IT Permata Hati Entrop, an Integrated Islamic Elementary School. As an educational institution with a vision of integrating general knowledge with Islamic values, SD IT Permata Hati adapts the national curriculum to create learning that is more flexible, focused on essential content, and character-based. This curriculum is developed to optimize students’ potential holistically, encompassing cognitive, affective, and psychomotor aspects through the strengthening of the Pancasila Student Profile.The main focus of curriculum development at this school consists of three pillars: innovative intracurricular learning, the Project for Strengthening the Pancasila Student Profile (P5), and extracurricular activities that support students’ interests and talents. In its implementation, the school applies active learning methods such as Problem-Based Learning (PBL) and contextual learning linked to daily life and Islamic principles. The evaluation process is conducted through formative and summative assessments that are humanistic and reflective in nature. The outcomes of this development are expected to equip students with 21st-century skills and strong religious character in accordance with the demands of the times.

This community service program develops a pilot model of Pancasila Village based on Asta Cita in Paciran Village, Lamongan Regency through the integration of three intervention clusters: (1) national seminar to strengthen Pancasila values ​​and the agenda of “building from the village”, (2) training on downstreaming palm sap as a strengthening of the local economy and entrepreneurship based on village potential, and (3) coastal rehabilitation action through planting sea pine as an environmental adaptation in sandy coastal areas that are vulnerable to wind and erosion. The implementation method uses a participatory and asset-based approach (ABCD) that places residents as the main actors, with a series of activities including socialization, cross-party coordination, training on processing palm sap into value-added products (brown sugar and syrup), seminars with community leaders and academics, planting sea pine, and pre-post evaluation based on knowledge, skills observation, and participant satisfaction. The implementation results show the formation of a cross-generational commitment to make Paciran Village a pilot Pancasila Village, increased community capacity in palm sap processing, and the birth of collective coastal rehabilitation actions. The program also produced sustainability recommendations in the form of routine cross-generational agendas, utilization of village social media for educational content on Pancasila–nira–cemara laut, and the appointment of Pancasila students as environmental sustainability ambassadors in the village.

Pancasila as the foundation of the state and the national ideology of Indonesia, has a very important function in shaping the moral values, ethics, as well as the attitudes and behavior of state officials. However, the reality of the persistent prevalence of corruption cases reflects a gap between the values contained in Pancasila and the practices of national and state life. This article aims to examine the implementation of Pancasila values in efforts to prevent and address corruption cases in Indonesia. The research method used is a qualitative approach with a literature review method, conducted through an examination of laws and regulations, scientific journals, and various relevant literary sources. The discussion results show that each principle of Pancasila contains anti-corruption values, such as belief in God that instills honesty, humanitarian values that uphold justice, the value of unity that rejects the interests of certain groups, democratic values that emphasize trustworthiness, and the value of social justice for all Indonesian people. However, the implementation of these values has not been carried out optimally due to weak law enforcement and low moral awareness. Therefore, efforts are needed to strengthen Pancasila education, improve the integrity of state officials, and build a collective commitment to realize clean and just governance.

This research is motivated by the low level of discipline among elementary school students, characterized by non-compliance with rules, tardiness, and other negative behaviors, thus requiring the role of Pancasila and Citizenship Education (PPKn) as a strategic solution. This research aims to examine the role of PPKn learning in shaping the discipline of elementary school students through a library research approach. This research method uses a systematic and comprehensive library research method to assess the contribution of PPKn learning in forming the discipline of elementary school students (SD). The main focus is on national scientific sources in Indonesian and English languages from the period 2020-2025, with the aim of identifying patterns and strategies of PPKn learning towards improving student discipline in SD. The study results show that PPKn learning is effective in internalizing discipline values through habituation, teacher exemplification, continuous evaluation, and the use of innovative learning media such as educational videos. The involvement of teachers, schools, and parents is an important factor in supporting the formation of student discipline character, with strategies such as family collaboration and group supervision to overcome external challenges. This research provides a theoretical contribution as a basis for developing applicable PPKn learning strategies to form a disciplined generation in elementary schools. The implications of this study indicate that PPKn learning has a strategic role in shaping the discipline of elementary school students, thus requiring synergy between teachers, schools, and parents to optimize the internalization of character values in every learning activity.

This research examines the mentoring of nationalistic activities by students from the Al-Azhar Menganti Gresik Institute and field supervisors at MI Darunnajah Lebani Suko, Wringinanom District, Gresik Regency, in commemoration of Heroes' Day. Thru a descriptive qualitative approach, this program involves four main activities: the red and white parade, patriotic love songs, little warrior strokes (coloring and writing hero stories), and a colossal drama of patriotic fervor. These activities are creatively designed and based on direct experience to instill nationalistic values in elementary school students. The research results show a significant improvement in students in terms of courage, discipline, creativity, cooperation, and respect for national symbols such as the flag and national anthem. Collaboration between students as facilitators, teachers as pedagogical directors, and the school environment creates a conducive learning ecosystem where participatory methods are more effective than conventional approaches. This experiential learning approach not only enhances cognitive understanding of the struggles of national and local heroes but also builds emotional empathy and social skills. Positive impacts include high student enthusiasm, reduced learning boredom, and character strengthening in accordance with the Pancasila Student Profile, such as mutual cooperation and integrity. Overall, this mentoring program serves as a relevant model for non-formal character education that can be replicated in other schools to strengthen nationalism from an early age amidst the challenges of post-pandemic globalization and individualism.

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 development of digital technology requires villages to transform not only their governance but also their public awareness of digital opportunities and risks. However, the process of digital transformation cannot be separated from the local socio-cultural context. This Community Service (PKM) activity aims to strengthen local wisdom-based transformational leadership as a strategy for dealing with digital dynamics in Pesanggrahan Village, Kutorejo District, Mojokerto Regency. The implementation methods included a situation analysis, program socialization, digital literacy seminars, discussions on Pancasila values, and mentoring for village officials, community leaders, religious leaders, and Karang Taruna youth. The activity results showed an increase in participants' understanding of digital literacy, media ethics, and the relevance of local values, such as cooperation, deliberation, and tolerance, in supporting the village's digital transformation. The community also showed enthusiasm for participating in the development of digital content and technology-based services. This PKM concluded that effective digital transformation requires adaptive, character-based leadership rooted in local cultural values. Collaboration between universities, village governments, and communities is an essential prerequisite for promoting inclusive and sustainable social change.

This study aims to analyze the improvement of students’ knowledge and the alignment of the Civic Education learning model with the characteristics of third-grade students at SDN Kadipiro. The research problem arises from the tendency of Civic Education in elementary schools to rely heavily on lecture-based instruction, which results in low student engagement and limited comprehension of abstract concepts such as rights and obligations. A descriptive qualitative approach was employed through observations, interviews, and documentation to obtain a comprehensive picture of the learning process, the instructional model applied, and classroom dynamics. The findings reveal that the teacher implemented a game-based Discovery Learning model that emphasizes exploration, categorization, verification, and independent conclusion-making by students. This model proved effective, as evidenced by 85% of students being able to understand and distinguish examples of rights and obligations in accordance with the Civic Education learning outcomes. The study also indicates that game-based learning is more compatible with the students’ predominant visual and kinesthetic learning tendencies, enabling them to maintain focus more effectively than when using traditional lecture methods. However, several challenges emerged, including variations in students’ writing literacy skills and the absence of a structured assessment rubric. These findings underscore the need for flexible instructional design, the integration of concrete learning media, and the implementation of more systematic formative assessment practices. Future research is recommended to develop differentiated instructional strategies and to utilize more diverse media to accommodate the needs of heterogeneous classrooms.

Pancasila, as the foundational ideology of Indonesia, plays a fundamental role in shaping a democratic system and ensuring the protection of human rights based on justice. From Yusril Ihza Mahendra’s perspective, Pancasila is not merely a normative ideology but serves as a political and legal paradigm that integrates the values of divinity, humanity, unity, democracy, and social justice into the practice of governance. According to Yusril, Indonesian democracy cannot be equated with Western liberalism, which emphasizes individual freedom; rather, it is a constitutional democracy grounded in the moral and spiritual foundations of Pancasila. The values of Pancasila position human rights in a balanced relationship between rights and responsibilities, as well as between individual and collective interests of the nation. Thus, democracy and human rights, in Yusril’s view, are integralistic—citizens’ freedoms are directed toward realizing social j  ustice and order in national life. This article aims to examine Yusril Ihza Mahendra’s thoughts on the relationship between Pancasila, democracy, and human rights, and their relevance within the context of Indonesia’s contemporary constitutional system.

This study aims to analyze the role of teachers in strengthening the Pancasila Student Profile (P5) as an effort to develop the character of third-grade students at SDN Kestalan. Strengthening P5 is an essential component of the Merdeka Curriculum because it functions to shape students’ character holistically through six main dimensions. However, the implementation of P5 in elementary schools still faces several challenges, such as uneven teacher understanding, less structured planning, and diverse student characteristics. This research uses a qualitative descriptive approach with observation, interview, and documentation techniques to obtain in-depth data on teacher practices, integration strategies, obstacles, and the impact of P5 implementation. The results show that teachers have an adequate understanding of the P5 concept and strive to integrate it through interactive lectures, question-and-answer sessions, simple experiments, the habituation of the 5S culture, and creative projects that actively involve students. The obstacles encountered are generally related to discipline issues, emotional immaturity, limited facilities, and suboptimal parental involvement. However, these challenges can be reduced through personal approaches, positive motivation, support from school facilities, and collaboration with parents. The implementation of P5 has been proven to have a positive impact on students’ character development, especially in the aspects of politeness, cooperation, responsibility, and self-confidence. Therefore, the strategic role of teachers and the support of a conducive learning environment are key factors in the success of character strengthening through P5.         

The development of information technology has had a major impact on how Generation Z students in Banten obtain information. This situation requires digital literacy skills that are not only technical in nature, but also involve critical thinking and digital ethics. The purpose of this study is to explore the relationship between digital literacy and understanding of Pancasila values among Generation Z students in Banten, as well as to identify factors that support, hinder, and strategies to strengthen Pancasila-based character in the digital world. The method used in this study is qualitative with a literature study approach supported by observations on campus and interviews with students. The findings show that students' digital literacy is in the good category, but it is not yet fully in line with their understanding of Pancasila values. The impact of negative information, such as hoaxes and hedonistic culture, is a major obstacle to national character. Supporting factors include the role of stakeholders in providing space for learning media ethics. This study highlights the importance of integrating Pancasila values into digital literacy through an adaptable Pancasila Education curriculum, the development of educational content, and collaboration between stakeholders. The implications of this study indicate the need to strengthen students' character so that they can become ethical, responsible digital citizens who reflect the values of Pancasila. 

Learning Indonesian language and literature in elementary schools plays an important role in shaping students' character through the integration of literary works based on local culture. Lampung poetry as a representation of local wisdom contains educational values, such as religiosity, respect for parents, polite language, mutual cooperation, and environmental awareness. This study aims to describe the educational values ​​and local wisdom in Lampung poetry and their relevance to the character formation of elementary school students. The research method used is a literature review by analyzing references in the form of scientific articles, textbooks, Lampung poetry texts, and previous research results related to character education, regional literature, and local wisdom-based learning. The results of the study indicate that Lampung poetry is effective as a literary learning medium to instill character values, especially those in line with the dimensions of the Pancasila Student Profile, namely faith and piety, mutual cooperation, creativity, and global diversity. Practical implementation can be done through literary appreciation activities, reflective discussions on cultural values, and assignments to write poetry based on students' local experiences. The conclusion of this study confirms that systematically integrating Lampung poetry into Indonesian language learning has significant potential to strengthen students' character education while preserving local culture amidst the challenges of globalization.  

This study aims to examine the level of mastery and application of Pancasila values as the state's philosophical foundation (Philosofische Grondslag) among Indonesian students, particularly in facing the currents of globalization and information disruption in the digital era. From a legal perspective, Pancasila holds the position of the state's fundamental norm (Staatsfundamentalnorm) which serves as the basis for the entire Indonesian legal system (Grundnorm), while also functioning as the nation's unifying bond and national worldview (Weltanschauung). The research employed a quantitative descriptive method with an incidental sampling technique involving 10 students as respondents. The data collection tool was a closed questionnaire using a Likert scale with four response options, evaluating four dimensions: (1) mastery of the five Sila principles, (2) understanding of Pancasila as the state foundation, (3) historical knowledge of the Pancasila formulation, and (4) practice of Pancasila values in daily activities. The findings indicate a very adequate level of understanding among respondents regarding Pancasila's position as the state foundation (93.3% Strongly Agree) and the urgency of understanding Pancasila for all Indonesian people (93.3% Strongly Agree). The majority of respondents felt capable of describing the five Sila principles (73.3% Strongly Agree) and understood Pancasila's function in maintaining national unity. The implementation of Pancasila values in daily behavior, such as tolerant attitudes and the spirit of gotong royong (mutual cooperation), showed a high level of affirmation (an accumulation of 86.6% Agree and Strongly Agree). Nevertheless, a gap in understanding was identified in the dimension of the history of Pancasila's formulation, with 20% of respondents giving a neutral response. Educational institutions were deemed to have contributed effectively (a total of 93.3% Agree and Strongly Agree) in promoting the internalization of these values.Comprehensively, the level of student understanding of Pancasila as the state foundation is categorized as satisfactory. This study suggests strengthening the learning material regarding the historical process of Pancasila's ratification and innovation in teaching methods that are more contextual, creative, and applicable (educational, recreational, reflective, and futuristic) to ensure the comprehensive internalization of Pancasila values—covering cognitive, affective, and psychomotor aspects—as a pillar of national ideological resilience in facing future challenges.

Globalization and the development of science and technology have the potential to shift the nationalism and patriotic spirit of students. The integration of the MKWK course learning implemented at Universitas Muhammadiyah Semarang aims to enhance students’ nationalism and patriotic spirit. Through project-based learning with the theme “Indonesia’s Diversity”, students are invited to identify existing potentials and then present them un the form of short film video work. This study shows an increase in students’ understanding of citizenship regarding Indonesia’s diversity, with significant improvements observed between the pre-test and post-test. There was an increase of 23% in students understanding of diversity in Indonesia from the pre-test results. Integrated learning from citizenship, Pancasila education, and Indonesia language course based on project themes of diversity serves as an alternative option to enhance students’ nationalism and patriotic spirit.

ABSTRAK Penelitian ini memiliki tujuan untuk (1) Mengembangkan bahan ajar Pendidikan Pancasila terintegrasi media pembelajaran komik studi pada fase F di SMA Batik 2 Surakarta; (2) Menguji kelayakan produk bahan ajar Pendidikan Pancasila terintegrasi media pembelajaran komik studi pada fase F di SMA Batik 2 Surakarta. Metode yang digunakan adalah metode penelitian RnD (Research and Development) dengan pendekatan model Sukmadinata melalui tiga tahapan, yaitu studi pendahuluan, Pengembangan produk, dan pengujian produk. Pengumpulan data dilakukan melalui observasi, wawancara, angket, tes, dan studi dokumen. Uji validitas data kualitatif dengan triangulasi sumber dan metode, sedangkan data kuantitatif menggunakan uji validasi para ahli yaitu validator ahli materi, dan validator ahli media. Teknik analisis data meliputi analisis kualitatif dari hasil pengumpulan data dan analisis data kuantitatif dari uji N-Gain. Hasil penelitian Pengembangan ini yaitu (1) Pengembangan bahan ajar Pendidikan Pancasila terintegrasi media pembelajaran komik Dilakukan dengan tiga tahap yaitu studi pendahuluan untuk mengethaui bahan ajar yang digunakan, kemudian tahap pengembangan produk dimulai dengan Menyusun modul, Menyusun instrument, mengembangkan produk, dan dilakukan validasi kepada validator ahli, tahap terakhir pengujian produk dilakukan di kelas XI di SMA Batik 2 Surakarta; (2) Produk Pengembangan diuji validasi oleh para ahli dengan hasil validator materi sebesar 87% (Sangat layak), dan validator ahli media sebesar 98,33% (Sangat layak). Dari hasil validator materi maupun validator media dapat disimpulkan sangat layak sebagai bahan pembelajaran di dalam kelas. Setelah produk dinyatakan valid, kemudian dilakukan uji coba terbatas dan uji lapangan. Dari hasil uji N-Gain di kelas XI.1 didapatkan nilai sebesar 0,58 yang termasuk kategori efektif tingkat sedang. Kemudian di kelas XI.2 didapatkan nilai sebesar 0,63 yang termasuk kategori efektif tingkat sedang. Dari hasil Uji N-Gain uji lapangan maka dapat disimpulkan bahwa penggunaan bahan ajar Pendidikan Pancasila terintegrasi media pembelajaran komik masuk dalam kategori efektif sedang. Kata kunci: Bahan ajar, Pendidikan Pancasila, Media pembelajaran, Komik

ABSTRAK Penelitian ini bertujuan untuk menganalisis implementasi aplikasi Smart Village dalam meningkatkan pemberdayaan masyarakat dan literasi digital di Desa Mlese, yang dikenal sebagai Desa Pelopor Pancasila. Penelitian menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data melalui observasi lapangan, wawancara mendalam, serta studi literatur. Hasil penelitian menunjukkan bahwa aplikasi tersebut memberikan dampak positif berupa kemudahan administrasi desa, transparansi informasi, serta penguatan nilai-nilai Pancasila melalui kolaborasi antarwarga. Namun, masih terdapat tantangan seperti rendahnya literasi digital pada kelompok lanjut usia, keterbatasan akses internet, dan preferensi layanan tatap muka. Pemerintah desa berupaya mengatasi kendala ini melalui pelatihan dan pendampingan, meskipun perbaikan infrastruktur dan sosialisasi lebih intensif masih diperlukan. Kesimpulannya, Smart Village memiliki potensi besar untuk mendukung transformasi digital dan pemberdayaan masyarakat sesuai dengan nilai-nilai Pancasila Kata Kunci : Smart Village, Literasi Digital, Desa Pelopor Pancasila.   ABSTRACT This study aims to analyze the implementation of the Smart Village application in enhancing community empowerment and digital literacy in Mlese Village, known as a Pancasila Pioneer Village. The research employed a descriptive qualitative method, with data collected through field observations, in-depth interviews, and literature studies. The findings indicate that the application positively impacts village administration by simplifying processes, increasing information transparency, and strengthening Pancasila values through community collaboration. However, challenges remain, such as low digital literacy among the elderly, limited internet access, and a preference for face-to-face services. The village government is addressing these issues through training and assistance, although more intensive infrastructure improvements and outreach are still needed. In conclusion, Smart Village holds significant potential to support digital transformation and community empowerment in alignment with Pancasila values. Keywords: Smart Village, Digital Literacy, Pancasila Pioneer Village.

The purpose of writing this article is to find out and strengthen character and moral formation through the application of Pancasila values in children, where in this era of digital media development, the moral development of children whose daily lives are closely related to the digital world is greatly influenced. The method used in this research is qualitative, based on a literature study technique that collects a lot of information from previous research. The results of this study indicate that the application of Pancasila in the formation of children's morals and character should be more applied and realized in every action and daily action to become a good citizen in the future. So that the younger generation can go down in the community field, have ethics, morals, character, manners in the life of the state. Therefore, it is very necessary to apply the values of Pancasila in a child in the pandemic era to improve the character and morals of the nation's children.

Pancasila, as the foundational ideology of Indonesia, plays a fundamental role in shaping a democratic system and ensuring the protection of human rights based on justice. From Yusril Ihza Mahendra’s perspective, Pancasila is not merely a normative ideology but serves as a political and legal paradigm that integrates the values of divinity, humanity, unity, democracy, and social justice into the practice of governance. According to Yusril, Indonesian democracy cannot be equated with Western liberalism, which emphasizes individual freedom; rather, it is a constitutional democracy grounded in the moral and spiritual foundations of Pancasila. The values of Pancasila position human rights in a balanced relationship between rights and responsibilities, as well as between individual and collective interests of the nation. Thus, democracy and human rights, in Yusril’s view, are integralistic—citizens’ freedoms are directed toward realizing social j  ustice and order in national life. This article aims to examine Yusril Ihza Mahendra’s thoughts on the relationship between Pancasila, democracy, and human rights, and their relevance within the context of Indonesia’s contemporary constitutional system.

This study aims to analyze the impact of using learning media on the character development of Pancasila students in grade V of Manumuti Elementary School. This study used a qualitative approach with a case study. Data collection was conducted through observations that measured students' perceptions of the learning media and based on Pancasila student profile indicators. The qualitative approach allows researchers to gain a deeper understanding of the phenomenon being studied by examining in detail different cases within the problem being studied. Information was collected directly from the field through verbal expressions and observation of actions. The results of the study indicate that the implementation of learning media in grade V of Manumuti Elementary School varied and presented. Meanwhile, the character profile of Pancasila students in grade V showed positive development in the dimensions of mutual cooperation, independence, faith, devotion to God Almighty, and noble character. This study concludes that the use of planned and relevant learning media is an effective strategy in strengthening the character profile of Pancasila students.

This study aims to determine the effect of the application of the Discovery Learning learning model on student learning outcomes in Geography class X at Sinar Pancasila Betun Private High School. The study used an experimental method with a pretest-posttest control group design. The study population was all students of class X, with a purposive sampling technique consisting of an experimental class and a control class. The research instrument was a multiple-choice learning outcome test that had been tested for validity and reliability. The results showed a significant increase in learning outcomes in the experimental class after the application of the Discovery Learning learning model. The average posttest score of the experimental class was 74.0236, higher than the control class of 19.2045. Hypothesis testing using the t-test showed that the calculated t value > t table at a significance level of 5%, so the alternative hypothesis was accepted. This means that there is a positive effect of the use of the Discovery Learning learning model on student learning outcomes. Based on these findings, it is concluded that the Discovery Learning learning model is effective for improving student learning outcomes in Geography learning and can be used as an alternative innovative learning strategy in schools.