Character Development through Thematic Project-Based Learning: A Case Study of the Pancasila Student Profile Project in Indonesian Junior High Schools

Authors

  • Siti Rohana Hariana Intiana Indonesian Language and Literature Education, University of Mataram, Indonesia
  • Pipit Aprilia Susanti Indonesian Language and Literature Education, University of Mataram, Indonesia
  • Wika Wahyuni Indonesian Language and Literature Education, University of Mataram, Indonesia
  • Marlinda Ramdhani Indonesian Language and Literature Education, University of Mataram, Indonesia
  • Buah Hati Indonesian Language and Literature Education, University of Mataram, Indonesia
  • Karoluslina Karoluslina Indonesian Language and Literature Education, University of Mataram, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v18i3.9846

Keywords:

Pancasila Student Profile Project (P5), character education, green project-based learning, Merdeka curriculum, junior secondary education

Abstract

The Pancasila Student Profile Strengthening Project (P5) is a key component of Indonesia’s Merdeka Curriculum for promoting character development through project-based learning. However, limited empirical evidence explains how different P5 themes foster distinct dimensions of student character within the same school context. This qualitative case study examined three P5 themes—Voice of Democracy, Build the Body and Soul, and Entrepreneurship—at a public junior high school in Mataram, Indonesia. Nineteen participants, comprising 12 Grade 7–8 students, six facilitator teachers, and one school principal, were purposively selected. Data were collected through semi-structured interviews, direct observations, focus group discussions, and document analysis. The data were analyzed thematically through open coding, axial coding, and theme development, while trustworthiness was strengthened through source and method triangulation, member checking, an audit trail, and researcher reflexivity. The findings revealed distinct patterns of character development across the three themes. Voice of Democracy fostered tolerance, social responsibility, and collaborative leadership; Build the Body and Soul supported self-care, empathy, emotional regulation, and resilience; while Entrepreneurship promoted reflective independence, applied creativity, teamwork, and problem-solving. Implementation was constrained by limited instructional time, teacher capacity, resources, and stakeholder collaboration. These findings suggest that thematic variation in P5 provides differentiated experiential contexts for character development. Effective implementation requires sustained teacher professional development, interdisciplinary collaboration, institutional support, and structured opportunities for student reflection.

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Published

2026-09-30

How to Cite

Intiana, S. R. H., Susanti, P. A., Wahyuni, W., Ramdhani, M., Hati, B., & Karoluslina, K. (2026). Character Development through Thematic Project-Based Learning: A Case Study of the Pancasila Student Profile Project in Indonesian Junior High Schools. AL-ISHLAH: Jurnal Pendidikan, 18(3), 3826–3839. https://doi.org/10.35445/alishlah.v18i3.9846

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Vol. 18 No. 3 (2026): SEPTEMBER 2026

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Copyright (c) 2026 Siti Rohana Hariana Intiana, Pipit Aprilia Susanti, Wika Wahyuni, Marlinda Ramdhani, Buah Hati

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