Integrating Islamic Religious Education and the Pancasila Student Profile: The Strategic Role of Teachers in Character Development

Abstract

The Pancasila Student Profile constitutes an important framework for character development within Indonesia’s Merdeka Curriculum, while Islamic Religious Education (PAI) teachers hold a strategic position in integrating religious and national values into students’ daily practices. This study aims to analyze the roles of PAI teachers, identify the methods used in character development, and examine the supporting and inhibiting factors in developing the Pancasila Student Profile at SMP Negeri 6 Jombang. This study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, direct observations, and documentation involving PAI teachers as primary informants and the principal, vice principal for curriculum affairs, and students as supporting informants. Data were analyzed through reduction, presentation, and conclusion drawing, while credibility was ensured through source and technique triangulation. The findings reveal that PAI teachers perform integrated roles as educators, facilitators, and evaluators through exemplary behavior, religious habituation, direct practice, technology-assisted learning, and collaboration in P5 activities. Character development is supported by adequate school facilities, teacher and staff involvement, student participation, and established habituation programs. However, limited parental support, social media and peer influences, limited instructional time, and inconsistent collaboration remain significant challenges. The study concludes that developing the Pancasila Student Profile requires the integration of PAI learning, school culture, continuous character assessment, and collaboration among schools, families, and communities.