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The quality of Catholic Religious Education learning is an important aspect in shaping students’ faith, character, knowledge, and religious life skills. However, the learning process at SMK Negeri 1 Talibura still faces various challenges, particularly in the areas of spiritual attitudes, social attitudes, Catholic religious knowledge, and religious life skills. This study aims to describe the implementation of the Independent Learning Curriculum (Merdeka Belajar Curriculum) and its contribution to improving the quality of Catholic Religious Education learning at SMK Negeri 1 Talibura. The research employed a qualitative approach with a descriptive research design. Data were collected through observations, interviews, and documentation involving the principal, Catholic Religious Education teachers, students, and parents. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results show that the implementation of the Independent Learning Curriculum has been carried out effectively through learning planning, learning implementation, learning assessment, and the Pancasila Student Profile Strengthening Project (P5). This implementation has had a positive impact on the learning process, outputs, and outcomes. Students demonstrated improvements in spiritual attitudes, social attitudes, Catholic religious knowledge, and religious life skills, as well as positive behavioral changes in their daily lives. The findings imply that the Independent Learning Curriculum can serve as an effective strategy for improving the quality of Catholic Religious Education learning in a holistic manner.

The era of globalization presents challenges of moral degradation among students, including intolerance, individualism, and declining nationalism. These issues make character strengthening through Civic Education (PKn) a national priority. This study aims to analyze the effectiveness of PKn in shaping students’ character, particularly the values of religiosity, nationalism, independence, mutual cooperation, and integrity. The research employed a qualitative Library research design using secondary data from 18 scientific journals and 2 books published between 2021 and 2026. Data were collected through literature review and analyzed using content and thematic analysis to identify patterns of PKn implementation and its impact. The findings indicate that PKn effectively develops Good citizenship through character education based on Pancasila. Effective strategies include teacher role modeling, Problem-Based Learning (PBL), and digital media such as infographics and gamification. These approaches were reported to improve empathy, national loyalty, and integrity among students. The Merdeka Curriculum further supports character development by emphasizing affective learning through authentic projects. Challenges arising from foreign cultural influences can be addressed through collaboration among schools, families, and communities. The study concludes that PKn plays a significant role in strengthening students’ character and supporting the realization of Golden Indonesia 2045 through sustainable character education.

The Merdeka Curriculum, as a new educational policy in Indonesia, emphasizes the cultivation of the Pancasila Student Profile, which is rich in citizenship values. This study aims to analyze the application of citizenship values in Pancasila and Civic Education (PPKn) learning within the framework of the Merdeka Curriculum at the high school level. This research employs a qualitative descriptive method, collecting data through classroom observations, semi-structured interviews with PPKn teachers, and analysis of teaching modules and project-based learning documents (P5). The findings indicate that the application of citizenship values is primarily integrated through Project-Based Learning to Strengthen the Pancasila Student Profile (P5). Values such as mutual cooperation (gotong royong), critical reasoning (bernalar kritis), and global diversity (berkebinekaan global) are the most frequently emphasized. However, teachers face challenges, including the need to adapt pedagogical approaches, difficulties in assessing value-based outcomes authentically, and a lack of specific reference materials aligned with the new curriculum. The implication of this research is the urgent need for structured professional development for teachers and the development of comprehensive teaching guides to ensure the effective and standardized implementation of citizenship values in PPKn learning across all educational units.

This research aims to describe the implementation of the Pancasila Student Profile Strengthening Project (P5) in shaping student character at SD Negeri 160 Palembang. As a core component of the Independent Curriculum (Kurikulum Merdeka), P5 is designed to reinforce the fundamental values of Pancasila in students.This study employs a qualitative case study method. Data were collected through direct observation, in-depth interviews, and documentation involving the principal, vice-principal of curriculum, classroom teachers, students, and parents. The results indicate that P5 implementation is carried out through three systematic stages: planning (team formation and theme selection), execution (applying experiential learning that encourages collaboration), and assessment. The three primary values emphasized are faith and morality, respecting differences, and togetherness. Despite challenges such as time constraints, synchronization of materials across subjects, and the need for teacher training, the study concludes that P5 is an effective instrument for character education. To optimize results, it is recommended to enhance program monitoring and align the conceptual understanding of P5 among educators. Overall, SD Negeri 160 Palembang has demonstrated a serious commitment to integrating P5 as a means of positive character building.

This study was motivated by the important role of the school community in supporting the successful implementation of the Pancasila Student Profile as part of the Merdeka Curriculum. The purpose of this study was to analyze how principals, teachers, students, parents, and school committees contribute to the development of the six dimensions of the Pancasila Student Profile. The research used a qualitative approach with a case study design, involving in-depth interviews, observations, and documentation studies conducted at a secondary school during the period from August to October 2025. The results showed that the development of all dimensions of the Pancasila Student Profile was greatly influenced by the quality of collaboration within the school community. The principal plays a role in strengthening school policies and culture, teachers become facilitators in project-based learning, students take an active role as drivers of collaborative activities, while parents and committees provide moral support and program facilities. These findings imply that the success of strengthening the Pancasila Student Profile does not only depend on the curriculum structure, but also on the synergy of the school ecosystem that is created in a sustainable manner.

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 research examines the practices of a B4 class teacher at RA Takhrimah Tungkop in identifying children’s Multiple Intelligences (MI) through authentic observation during an activity of printing moon shapes using banana stems. The study employed a descriptive qualitative approach with data collected through in-depth interviews and participatory observation. Data were analyzed thematically and supported by source and technique triangulation to ensure the validity of the findings. The results indicate that the teacher’s understanding of the MI concept was still focused on linguistic, logical-mathematical, and visual-spatial intelligences. Despite this limited conceptual scope, the implementation of authentic observation during the art-based activity successfully revealed a broader range of children’s intelligences. The moon-printing activity demonstrated indicators of visual-spatial intelligence through shape recognition and composition, bodily-kinesthetic intelligence through hand–eye coordination and motor control, and intrapersonal intelligence reflected in children’s ability to manage emotions, maintain focus, and show persistence during the task. Repeated observations accompanied by anecdotal records enabled the teacher to construct individual and continuous MI profiles for each child. These profiles can be utilized to design more varied, contextual, and child-centered learning strategies that align with the characteristics of early childhood learners in the Raudhatul Athfal setting. The practices observed also illustrate the connection between Gardner’s MI theory and Islamic early childhood education grounded in concrete learning activities. The findings support the development of child-friendly learning environments and encourage teacher creativity in conducting activity-based assessments. This study recommends strengthening teacher competencies through training in authentic MI assessment and further research using a research and development approach.

The Merdeka Curriculum represents Indonesia’s national education reform aimed at transforming learning paradigms toward a more contextual, flexible, and student-centered approach aligned with the Pancasila Student Profile. One of its key priorities is fostering critical thinking competence from the elementary level. This article aims to critically analyze the implementation of the Merdeka Curriculum in developing students’ critical thinking skills in Indonesian elementary schools. Employing a conceptual and literature-based approach, this study examines educational policies, theories of critical thinking, and recent research findings (2020–2025). The analysis reveals that the Merdeka Curriculum holds strong potential to enhance critical thinking through differentiated learning, project-based learning, authentic assessment, and the Pancasila Student Profile projects. Nevertheless, its implementation still encounters challenges, particularly regarding teacher competence, infrastructure readiness, and non-reflective learning culture. Therefore, strengthening teacher capacity, reforming assessment systems, and cultivating critical thinking as a school-wide culture are essential to realizing the goals of the Merdeka Curriculum effectively at the elementary education level.

The Independent Curriculum aims to provide flexible, student-centered learning that is oriented toward strengthening character through the Pancasila Student Profile. However, a literature review indicates that its implementation in elementary schools still faces various obstacles. Teachers' understanding of differentiated learning, the P5 project, and authentic assessment is uneven, while limited infrastructure and the complexity of developing teaching materials also hamper its implementation. Furthermore, student readiness and a supportive learning environment also influence the curriculum's effectiveness. These findings emphasize the need to improve teacher competency, ensure equitable distribution of facilities, and collaborate among stakeholders for optimal implementation of the Independent Curriculum. Furthermore, the disparity in the quality of implementation across schools is also a major challenge, particularly in remote areas with limited facilities. Therefore, supportive policies and intensive mentoring for teachers are needed to ensure that this curriculum is effective and provides maximum benefits for students, optimizing character development and 21st-century skills. Overall, the success of the Independent Curriculum depends heavily on solid collaboration between all relevant parties, including teachers, schools, parents, and education policymakers.

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.  

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.         

This study aims to compare the Merdeka Curriculum in Indonesia and the National Curriculum in Japan from both conceptual and practical perspectives. The analysis focuses on the fundamental principles, educational goals, learning approaches, and classroom implementation. Indonesia’s Merdeka Curriculum emphasizes flexibility and autonomy for teachers and students, highlighting competency development, character building, and the Profil Pelajar Pancasila (Pancasila Student Profile). Meanwhile, Japan’s National Curriculum centers on fostering a well-balanced personality through integrated moral, social, and academic education. Conceptually, both curricula share similarities in promoting holistic learning and character education, yet they differ in implementation and assessment systems. In Indonesia, project-based and differentiated learning approaches are key features, whereas Japan emphasizes collaborative learning, discipline, and hands-on experience in daily life. Practically, Indonesia faces challenges in ensuring equal access to resources and teacher readiness, while Japan has established a stable and standardized national education system. This comparative analysis reveals that Indonesia can learn from Japan in terms of consistency, learning culture, and the integration of moral and social values. Thus, the study provides valuable insights for enhancing Indonesia’s curriculum to become more globally responsive while preserving national identity and character.

Indonesia is a country with a high level of disaster vulnerability due to its location at the meeting point of three world tectonic plates and the Pacific Ring of Fire region. The Merdeka Curriculum provides a strategic opportunity in integrating disaster education to equip students with understanding, skills, and responsive attitudes to disaster risks. Through a contextual and participatory approach, schools can become centers of preparedness that not only train students but also strengthen collective awareness in dealing with emergency situations. The purpose of this study is to analyze the synergistic relationship between the Merdeka Curriculum and disaster education to strengthen preparedness in educational units in Indonesia. The method used in this study is a literature study. The results of the study show that the Merdeka Curriculum opens great opportunities for strengthening disaster education through integration in various subjects and strengthening student character in accordance with the Pancasila Student Profile. Although there are still implementation challenges, such as limited teacher understanding and lack of national standards, holistic strategies, policy support, and cross-sector collaboration can encourage the realization of effective, sustainable, and contextual disaster education in educational units.

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

The digital transformation era requires university students to develop digital literacy competencies that not only support academic activities but also serve as essential capital for entering the workforce and pursuing entrepreneurship. One relevant professional platform to enhance career readiness is LinkedIn, which serves as a medium for both personal branding and professional networking. This community service aimed to improve students’ digital literacy and career readiness through mentoring sessions on LinkedIn account optimization. The program involved the students from the English Education (TBI) and Physics Education (TFS) study programs at the Faculty of Tarbiyah and Teacher Training, UIN Palangka Raya, comprising prospective teachers and professionals across various disciplines. The implementation was carried out through tutorials and direct mentoring in two sessions, covering account creation, developing professional headlines and summaries, adding skills and experiences, and uploading simple portfolios. The results indicated that all participants successfully created or improved their LinkedIn profiles, actively engaged in the activities, and demonstrated a greater awareness of the importance of a professional digital identity, which can be seen from the students’ participation, the quality of the profiles produced, and their commitment to continuously developing their LinkedIn accounts. The program highlights LinkedIn’s strategic role in strengthening digital literacy and career readiness among university students in the global era.

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.

This study examines the practice of project-based procedural text learning in seventh grade at SMP Negeri 4 Cilacap in the context of the implementation of the Independent Curriculum. The approach used was qualitative with a case study method through participatory observation, in-depth interviews, and documentation. The results showed that teachers implemented contextual and project-based learning strategies by utilizing digital media and integrating the values ​​of the Pancasila Student Profile. Students demonstrated active involvement in learning activities, especially in the creation of video tutorials and procedural posters. However, there were still obstacles in the form of teachers' limited understanding of the application of learning differentiation and formative assessment, as well as a lack of adequate digital infrastructure support. This study provides a theoretical contribution to the development of a more contextual and transformative Indonesian language learning model. Practically, these findings can serve as a reference for teachers and policymakers in designing learning strategies relevant to student needs and encouraging the use of innovative media to increase student participation and understanding, particularly in coastal areas.

This study investigates teachers’ perceptions, challenges, and institutional support related to the implementation of Differentiated Instruction (DI) in a rural Indonesian secondary school under the context of the Kurikulum Merdeka reform. While DI is widely recognized as a student-centered pedagogical framework that adapts content, process, product, and learning environment to students’ readiness, interests, and learning profiles (Tomlinson, 2017), its application in rural contexts remains underexplored. Employing a qualitative case study design, data were collected from three English teachers and two school stakeholders at MTs N 2 Manggarai Barat through semi-structured interviews, questionnaires, and classroom observations. Thematic analysis revealed that teachers perceived DI as a way to recognize learner diversity and as part of curriculum compliance, but their practices often remained partial and uneven. Stakeholders expressed awareness of DI, though with differing emphases: the headmaster focused on inclusivity, while the curriculum coordinator referred to multiple intelligences and student potential. Teachers faced challenges in three main areas: managing student diversity and curriculum shifts, preparing the Modul Ajar, and addressing students’ limited English vocabulary. Institutional support was evident through facilities, monitoring, and professional development, yet remained largely administrative rather than pedagogical. These findings confirm earlier studies that DI in Indonesia is conceptually valued but practically constrained by systemic, contextual, and linguistic barriers. The study recommends sustained, hands-on professional development, leadership mentoring, and reduced administrative burdens to enable DI’s transformative potential in rural schools.

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.

This community service activity was carried out at Muhammadiyah Tidore Elementary School with a primary focus on improving the competency of teachers and staff in managing the school website. The background to this activity stems from the school's need for information media that is fast, accurate, and easily accessible to the community. The school website not only serves as a means of publishing activities but also as a communication medium between the school, parents, and the wider community. With good website management, information about academic activities, important announcements, and the school profile can be conveyed more effectively. The activity implementation method is carried out through several structured stages. The first stage is preparation, namely identifying needs, preparing training materials, and coordinating with the school. The second stage is technical training involving teachers and staff to understand the basics of content management, from adding articles, updating information, to uploading activity documentation. The third stage is socialization, where the community, especially parents, are introduced to the functions and benefits of the school website. Next, the implementation stage is carried out by directly applying the training results in website management. The final stage is evaluation, which aims to assess the extent to which skills improvements have been achieved and the extent to which the website is utilized by the community. The results of the activity indicate a significant increase in the skills of teachers and staff. They are able to independently update website content and utilize user guides provided in the form of documents and video tutorials. Furthermore, public access to online school information has also increased. This demonstrates that the school website is truly an effective communication tool. Therefore, this community service activity is expected to become a model for information technology empowerment that can be replicated in other schools, particularly in North Maluku.