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Household plastic waste remains a serious challenge in urban environments, including Jl. Assofa II, Kebon Jeruk, West Jakarta, which is characterized by high population density and intense socio-economic activities. The low level of public awareness in sorting and managing plastic waste, particularly bottle caps, highlights the need for educational approaches from an early age. This community service activity aimed to enhance environmental awareness, creativity, and character development among children through the “Recycled Keychain” project, which involved recycling plastic bottle caps into keychains. The activity was implemented using a Project-Based Learning (PjBL) approach and involved 12 children aged 7–9 years as the main participants. The implementation methods included education on waste management based on the principles of reduce, reuse, and recycle (3R), collection and sorting of bottle caps, and the process of creating creative products. The results showed an increase in children’s environmental awareness and environmentally responsible behavior, the creation of eco-friendly educational products, as well as improvements in creativity, motor skills, and teamwork abilities. In addition, this activity supported the strengthening of the Pancasila Student Profile, particularly in the dimensions of cooperation, critical thinking, creativity, and independence. Overall, the Recycled Keychain project proved to be an effective model of contextual, participatory, and sustainable environmental education in instilling environmental care values from an early age in urban communities.

This research is based on the problem of declining morals of third-grade students at SD IT Baitul Muslim, which has implications for daily behavior, particularly in Pancasila Education learning. Students tend to exhibit attitudes that are inconsistent with positive character values, such as a lack of tolerance and a low sense of love for the homeland. The purpose of this study is to identify the significant influence of educators' roles in shaping the character of third-grade elementary school students in Pancasila Education subjects. The method used is an ex post facto method with a quantitative approach and a purposive sampling design. The study population consisted of 10 educators and 95 students, with a sample of 10 educators and 40 students from two selected classes. Data collection techniques were carried out through questionnaires and documentation that had been tested for validity using Aiken's V and reliability with Cronbach Alpha. Hypothesis testing using simple linear regression analysis showed a significance value of 0.044 which is smaller than 0.05 and a calculated F value of 5.692 which is greater than the F table of 2.27. Thus, the null hypothesis is rejected and the alternative hypothesis is accepted. The research findings confirm the significant influence of educators, particularly as demonstrators, classroom managers, facilitators, and evaluators, in shaping students' character in Pancasila Education. The implication of these findings is that educators need to optimize role models to improve students' character development.

The idea of directly observing how character education plays a role in strengthening the Pancasila Student Profile project thru an analytical approach. The concrete form of these steps will be seen in the process of character formation for students based on the Pancasila Student Profile project at the elementary school level. This research aims to clearly understand thru an analytical approach: (1) The role of character education in strengthening the dimensions of the Pancasila student profile thru project-based learning at SD Negeri Bibisluhur 1 Surakarta, (2) The challenges faced by teachers in implementing character education in project-based learning to strengthen the Pancasila student profile at SD Negeri Bibisluhur 1 Surakarta, and (3) The opportunities that can be utilized to optimize character education in project-based learning to strengthen the Pancasila student profile at SD Negeri Bibisluhur 1 Surakarta. This research uses a qualitative approach with a case study at the elementary school level. The research findings indicate that character education makes a significant contribution to developing students' attitudes and behaviors that reflect Pancasila values, such as mutual cooperation, justice, and respect for differences. Thru project-based learning activities, students are not only encouraged to understand these values but also to apply them in their daily lives. The conclusion of this research is that character education serves as a foundation supporting the successful implementation of the Pancasila Student Profile project, which in turn can strengthen national character development from an early age in the elementary school environment.

This paper discusses the role of education in shaping students' ability to recognize and appreciate religious diversity within Indonesia's pluralistic society. Indonesia, as a pluralistic nation, boasts a diversity of ethnicities, cultures, and religions, which demands the instilling of tolerance from an early age, particularly through educational institutions. Students are understood as individuals developing intellectually, morally, socially, and spiritually, requiring systematic guidance to understand differences as a gift from God. Recognizing and appreciating religious diversity is not merely about passive tolerance but also encompasses the ability to respect others' beliefs, engage in dialogue, and coexist peacefully without losing one's faith identity. Through education, particularly Christian Religious Education and Pancasila Education, values ​​of tolerance can be instilled through curriculum integration, teacher role models, an inclusive school environment, and practices such as opportunities to worship according to one's religion, interfaith cooperation, and social activities. Teachers play a strategic role as facilitators and role models in fostering empathy and appreciation for differences. Various strategies such as integrating multicultural values, providing worship spaces, strengthening cooperation, and cultivating mutual respect have proven effective in developing tolerant character in students. Research results indicate that education that emphasizes the value of tolerance aligns with the spirit of Pancasila and the teachings of Christ's love in the Bible. Therefore, developing students who value religious diversity is a long-term investment in creating a peaceful, just, and civilized society. Education that prioritizes inclusivity provides a crucial foundation for a generation capable of becoming agents of peace amidst the nation's diversity.

A clear national insight can guarantee the achievement of national interests, both internally and externally. This means that national insight provides a clear picture and direction for the nation's survival, as well as the future development of the nation and state. The organization of national and state life must proceed on the basis of mutual agreement, namely Pancasila, the 1945 Constitution, the Unitary State of the Republic of Indonesia (NKRI), and Bhinneka Tunggal Ika (Unity in Diversity). Indonesia's existence as a state based on the rule of law (rechtstaat) based on Pancasila and the 1945 Constitution requires the development of Pancasila ideology and national insight as instruments that serve as catalysts or drivers in strengthening national insight and spirit, love of the homeland, democracy, legal awareness, respect for diversity, and participation in building a Pancasila-based nation in Wonogiri, especially among intellectuals. In accordance with its function, the Pancasila Ideology and National Insight Development organizes national, democratic, legal, multicultural and citizenship education to support the realization of citizens who are aware of their rights and obligations, as well as intelligent, skilled and have character so that they can be relied upon to build the nation and the Unitary State of the Republic of Indonesia.

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.  

The issue of inorganic waste such as plastic and used paper in industrial environments remains an important issue that affects the cleanliness and aesthetics of work areas. PT Pertamina Patra Niaga Fuel Terminal Rewulu faces challenges in managing non-hazardous solid waste due to limited sorting systems and waste transportation frequency. This Community Service activity aims to improve workers' understanding and skills through socialization and training in making ecobricks as a solution for utilizing inorganic waste. The methods used include pre-activity stages, socialization and hands-on practice, and evaluation through pre-tests and post-tests. The results of the activity showed a significant increase in participants' knowledge after the training, proving the effectiveness of interactive methods in strengthening understanding of the 3R (Reduce, Reuse, Recycle) concept. In addition to reducing waste volume, this activity also fostered awareness and participation among workers in creating a clean and sustainable work environment. The results of this community service are important as a first step in building a culture of independent waste management in industrial environments and can be replicated in other locations with a similar approach. Keywords: Implementation of Pancasila values, bullying prevention, character education, primary school, SDN 1 Jatisela, school environment, student behaviour.

The declining interest of students in joining organizations poses a challenge in character development and strengthening Pancasila values in higher education institutions. This study aims to investigate the causes of low student involvement in student organizations and to design strategies for strengthening the implementation of Pancasila values through organizational activities. A qualitative method is applied in this research through in-depth interviews with administrators, active members, and students with organizational experience. The data is then analyzed based on Albert Bandura's Social Learning Theory to understand the social learning process as a shaper of student behavior. The research findings reveal that the low interest in organizing is caused by several factors, namely lack of institutional support, limited facilities, and minimal recognition for active students. Nevertheless, the role of student organizations is crucial in fostering discipline, a sense of responsibility, cooperation, and the spirit of deliberation that reflects Pancasila values. Strengthening efforts can be carried out through improved institutional development, providing awards to active students, and implementing organizational programs based on national values and Pancasila character.

Islamic boarding schools and madrassas play an important role in the formation of religious character and education in Indonesia. The transformation of the regulations of these two institutions is crucial to adjust educational practices to the principles of the state of law of Pancasila. This study aims to analyze the dynamics of the regulation of Islamic boarding schools and madrasah diniyyah and its impact on the internalization of Pancasila values. The method used is qualitative descriptive through the study of documents, including laws and regulations and related literature. The results of the study show that there are significant changes, such as formal recognition of institutional status, curriculum standards, and accreditation mechanisms, which strengthen operational legality and the application of Pancasila values. In addition, the latest regulations also encourage the improvement of the quality of governance, transparency of institutional management, and strengthening the role of the community in the education process. The implementation of these regulations also provides space for learning innovation, integration of religious moderation, and adaptation to social development. In conclusion, the harmonization of these regulations allows for religious education that is relevant to the national context while maintaining religious identity. This research provides the basis for the development of a balanced Islamic education policy between state authorities, the needs of students, and the autonomy of educational institutions in the face of modern challenges and increasingly complex social changes.

The Community Service Program (KKN) was implemented with the aim of fostering and enhancing the entrepreneurial spirit and skills of Junior High School (SMP) students through an Entrepreneurship Workshop at SMP PAB 23 Bandar Klippa. This program was designed using a practice-based participatory learning approach (learning by doing), which positions students as active subjects in all stages of the activity, from planning, production, to product marketing. A total of 39 seventh grade students were directly involved in this activity. Through this experiential learning process, students had the opportunity to develop creative thinking, teamwork, and problem-solving skills in a real-life setting. The evaluation results showed a significant increase in several entrepreneurial indicators, namely student self-confidence increased from 55% to 85%, communication skills from 60% to 88%, and interest in entrepreneurship from 50% to 83%. These findings prove that the practice-based learning method is effective in fostering an entrepreneurial mindset and independent character in students. Furthermore, this Community Service Program (KKN) activity demonstrates collaboration between universities and schools in implementing contextual and applicable entrepreneurship education. It also has the potential to be developed as a sustainable learning model to support the achievement of the Pancasila Student Profile, particularly in the dimensions of creativity, independence, and mutual cooperation.

The reading This community service activity aims to improve students' environmental skills and science literacy through training in the production and application of liquid organic fertilizer (POC) made from Morinda citrifolia fruit at MTsN 1 Kota Palangka Raya. The activity was carried out in September 2025 using an educational participatory method that actively involved MBKM UIN Palangka Raya students and students in each stage of the activity. The implementation of the activity consisted of four main stages, namely preparation, socialization, POC production practice, and evaluation and reflection. Students were trained to process noni fruit into liquid fertilizer through a fermentation process using additional ingredients of brown sugar, clean water, and EM4 solution as a microbial starter. The results of the activity showed an increase in participants' understanding of the scientific concepts of the fermentation process, organic waste management, and the application of science in everyday life. The application of POC on pakcoy plants showed better vegetative growth compared to untreated plants, characterized by greener leaves and sturdier stems. This activity not only strengthened the critical and collaborative thinking skills of the students but also fostered an environmentally conscious attitude in line with the values of the Pancasila Student Profile. Thus, the training in making POC from noni fruit can be considered a best practice in the application of contextual learning based on ecology.

This study aims to examine the development, challenges, and prospects of the Indonesian education system from a historical, regulatory, and curriculum perspective. Using a descriptive qualitative method with a library study approach, this study examines relevant literature, laws and regulations, and previous research findings. The study results indicate that the Indonesian education system is a dynamic entity, influenced by internal and external factors from the Hindu-Buddhist era, the arrival of Islam, colonialism, to the Reformation era and the Independent Curriculum. A strong legal basis through the 1945 Constitution and Law Number 20 of 2003 provides a basic framework for national education, but in practice, challenges still arise in the form of disparities in quality between regions, limited facilities, and educator readiness. The Independent Curriculum is one of the latest innovations that emphasizes flexibility, 21st-century competencies, and the Pancasila student profile, although its implementation faces technical and resource constraints. This research emphasizes the importance of consistent education policies, strengthening teacher competencies, and equalizing access and facilities as strategic steps in realizing the national goal of enlightening the nation's life and preparing a generation with character, innovation, and the ability to compete globally.

The advancement of digital technology has driven significant transformation in the field of education, particularly in the innovation of learning media that is interactive and easily accessible to students. The subject of Pancasila and Civic Education (PPKn), as a crucial component of character education, must adapt to these developments to ensure that the material remains relevant and engaging for today’s digital generation. This community service activity aimed to enhance students' learning motivation by conducting a training program on creating educational applications using the no-code platform Thunkable. The focus of the training was on the topic of national political figures, which is part of the core competencies in the PPKn curriculum. The activity was held at SMA Ampera in Sorong City, involving 11th-grade students as active participants. A participatory and project-based learning (PjBL) approach was employed, in which students were guided to design, create, and test their own educational applications based on their ideas and creativity. The program was carried out in three stages: preparation (developing modules, training materials, and technical setup), training and practice (introduction to the Thunkable platform, interface design, and basic programming), and testing and evaluation (application trials by other students and effectiveness assessment). The results of the activity showed a significant increase in students' learning motivation, basic digital skills, and active engagement in the learning process. The participants successfully created educational application prototypes featuring visual content, brief narratives, and interactive quizzes about national political figures. Moreover, students demonstrated collaborative attitudes, innovation, and confidence when presenting their work. This activity demonstrates that a project-based learning approach supported by Thunkable technology can be an effective alternative for creating meaningful, contextual, and empowering learning experiences. It is especially beneficial for schools with limited access to digital technology. By integrating creativity and digital tools into civic education, students are encouraged to become not only technologically literate but also more engaged in understanding national identity and political history in a modern, accessible way.

This paper aims to explore the charismatic leadership model of Abdurrahman Wahid (Gus Dur) from the perspective of Pancasila Education, with an emphasis on the internalization of human values, tolerance, and democracy embedded in the national and cultural praxis. Using a approach based on literature study, this article shows how Gus Dur became a transformative leader who consistently realized the second, third, and fourth principles of Pancasila. His leadership not only defended the nation's plurality but also created interreligious dialogue spaces and protected minority groups as concrete manifestations of humanity and tolerance values. Furthermore, the deliberative democracy he pioneered remains a significant legacy for political education and national character development.  

This community service activity aims to implement the Pancasila Student Profile Strengthening Project (P5) with a multicultural education-based approach in the school environment. P5 is part of the Independent Curriculum which aims to form students with character according to Pancasila values. Multicultural education was chosen as the main approach to instill the values ​​of tolerance, mutual cooperation, and respect for cultural diversity. The method of implementing the activity includes socialization of the P5 concept, teacher training in implementing multicultural learning, and mentoring the implementation of the project with students. The results of the activity showed an increase in teacher understanding of the integration of Pancasila values ​​in the learning process and an increase in active student participation in activities that respect cultural differences. This activity also encourages the creation of an inclusive and harmonious learning environment. Thus, the implementation of P5 based on multicultural education has proven effective in supporting the strengthening of student character according to the Pancasila Student Profile.

The EMANHOT programme (Education in Horticultural Planting) aims to instil environmental awareness in grade 1 students of Winduhaji State Elementary School 1 through a contextual and project-based learning approach. The method used is descriptive qualitative, with the research subjects being 45 students from classes 1A and 1B. Activities range from initial education about the benefits of plants, direct planting practices, to monitoring and reflection. The results show a significant increase in student involvement in caring for the plants, as well as the development of character values such as responsibility, cooperation, and environmental concern. Students became more active in watering the plants, naming their plants, and engaging their parents in planting at home. This project also creates an educational green space at school and has the potential to be integrated with local content as well as the Strengthening the Profile of Pancasila Students Project (P5).

Multicultural education is an important approach in a diverse society like Indonesia, with the aim of developing human potential as a whole while respecting diversity. This education emphasizes the recognition and appreciation of cultural, ethnic, religious, and linguistic differences, and also develops an attitude of tolerance and empathy for individuals from diverse backgrounds. This study aims to determine the implementation of multicultural education in the Pancasila Education subject at SMP NEGERI 7 Medan. This study uses a qualitative method with a descriptive approach. Data collection techniques are carried out through observation, interviews, and documentation. The subjects of this study consisted of Pancasila education teachers and students at SMP NEGERI 7 Medan. The location of the study was chosen at SMP NEGERI 7 Medan because this school has implemented multicultural education that combines diversity in school life. SMP Negeri 7 Medan illustrates the abundant diversity of students, especially in the field of religion, with students from various beliefs studying together, as well as various social and cultural backgrounds. The school holds a weekly structured literacy program, which is linked to the Pancasila Student Profile Strengthening Project (P5) to develop literacy skills and reinforce Pancasila values. Religious activities are held every Friday to strengthen students' religious and ethical values, while "Thursday Expression" acts as a place to celebrate Indonesia's cultural diversity. Healthy exercise for Indonesian children also reflects the Pancasila student profile and culturally diverse education. The realization of the Pancasila project has brought significant positive impacts, such as increasing tolerance, strengthening students' character, developing social skills, and creating an inclusive learning environment.

Mentoring and strengthening the Pancasila Student Profile Project (P5) in the Independent Curriculum is a strategic step to form a generation with character in accordance with Pancasila values. Mentoring is carried out through training, monitoring, and evaluation involving educators, students, and madrasa stakeholders. The results show a significant increase in teachers' understanding and ability in designing and implementing P5. In addition, students showed positive developments in aspects of independence, social responsibility, and critical thinking skills in accordance with the Pancasila student profile. This study recommends continued support to make P5 an integral part of the madrasah learning culture in order to realize national education goals. This collaborative approach is expected to strengthen the achievement of national education goals in the Independent Curriculum, especially in the area of religious-based education.

Mentoring and strengthening the Pancasila Student Profile Project (P5) in the Independent Curriculum is a strategic step to form a generation with character in accordance with Pancasila values. Mentoring is carried out through training, monitoring, and evaluation involving educators, students, and madrasa stakeholders. The results show a significant increase in teachers' understanding and ability in designing and implementing P5. In addition, students showed positive developments in aspects of independence, social responsibility, and critical thinking skills in accordance with the Pancasila student profile. This study recommends continued support to make P5 an integral part of the madrasah learning culture in order to realize national education goals. This collaborative approach is expected to strengthen the achievement of national education goals in the Independent Curriculum, especially in the area of religious-based education.

This study aims to analyze the implementation of the Kurikulum Merdeka (Freedom Curriculum) in developing students' attitudes and values at the junior high school level. The Kurikulum Merdeka, which focuses on student-centered and project-based learning, provides teachers with flexibility to integrate Pancasila values, such as mutual cooperation, justice, and tolerance, into learning activities. The findings indicate that this approach positively impacts students' curiosity, creativity, responsibility, as well as critical thinking and collaboration skills. Teachers play a crucial role as facilitators and role models, creating an inclusive and relevant learning environment tailored to students' needs. However, the implementation of the Kurikulum Merdeka faces challenges, including the readiness of human resources and infrastructure support. This study concludes that the Kurikulum Merdeka holds significant potential to shape students with strong character and global relevance, provided it is supported by collaboration among teachers, families, and communities.