Implementation of Character Education in Pancasila Education Learning in Elementary Schools

Abstract

Character education aims to shape learners who are noble, responsible, and committed to national values, and Pancasila Education in elementary schools has a strategic role in instilling these values early. This study aimed to describe how character education is implemented in Pancasila Education learning in elementary schools, covering planning, implementation, and evaluation, together with its supporting and hindering factors. A descriptive qualitative approach was used, with data collected through observation, interviews, and documentation. The findings show that character education is integrated into learning through religious, nationalist, mutual-cooperation, integrity, and independence values. In planning, character values appear in learning objectives and indicators, although for some teachers this integration remains administrative. In implementation, teachers use routines, group discussion, question-and-answer, problem-based tasks, and reflection, and act as role models and facilitators. In evaluation, teachers observe behaviour and keep attitude journals, but assessment is subjective and lacks standard instruments. Constraints include limited time, limited teacher understanding and training, and weak family and community support. Synergy among schools, families, and communities is therefore needed to strengthen character education.