IMPLEMENTASI PEMBELAJARAN PENDIDIKAN PANCASILA DALAM MEMBENTUK KARAKTER PESERTA DIDIK DI SEKOLAH DASAR

Abstract

Pancasila Education plays a strategic role in developing students' character from

the elementary school level. Amid globalization and rapid technological

advancement, students face various challenges that may influence their attitudes,

behaviors, and perspectives toward diversity. Issues such as low levels of tolerance,

lack of empathy, bullying, and discriminatory attitudes toward differences in

ethnicity, religion, culture, and language have become significant challenges that

need to be addressed through meaningful learning experiences. Therefore, the

implementation of Pancasila Education in elementary schools should be designed

using contextual and student-centered learning approaches that integrate

conceptual understanding with character development, enabling students to

internalize Pancasila values in their daily lives. This study aims to describe the

implementation of Pancasila Education in fostering students' character in

elementary schools, identify the supporting and inhibiting factors affecting its

implementation, and analyze teachers' strategies in instilling Pancasila values

through classroom learning activities. The study employed a qualitative descriptive

approach. The research participants consisted of a sixth-grade Pancasila Education

teacher and students from an elementary school. Data were collected through

classroom observations, in-depth interviews, and documentation. The data were

analyzed using the interactive model proposed by Miles, Huberman, and Saldaña,

which includes data reduction, data display, and conclusion drawing. The

trustworthiness of the findings was ensured through source triangulation and

methodological triangulation. The findings indicate that the implementation of

Problem-Based Learning (PBL), group discussions, case studies, and character-

strengthening projects effectively enhanced students' understanding of diversity, the

meaning of national unity, and the application of Pancasila values in everyday life.

In addition to improving critical thinking and problem-solving skills, these learning

strategies successfully fostered tolerance, empathy, responsibility, cooperation, and

teamwork among students from diverse cultural and social backgrounds. The

success of the learning process was supported by teachers' professional

competence, the use of innovative learning media, a conducive school environment,

and strong support from school principals and parents. Meanwhile, the main

obstacles included differences in students' characteristics, limited learning

resources, and students' initial lack of understanding of diversity. Therefore,

implementing innovative, contextual, and student-centered learning is an effective

strategy for internalizing Pancasila values while strengthening character education

among elementary school students.