Assyfa International of Multidisciplinary Education, vol. 3 (2), pp. 77-87, 2025
Received 30 January 2025/published 31 March 2025
https://doi.org/10.61650/ajme.v3i1.566

Integrating Pancasila and Progressive Islam
in Education for SDG-Quality Student
Character Development
Nur Khosiah, Yuni Pantiwati, Dwi Priyo Utomo
Universitas Muhammadiyah Malang, Indonesia
E-mail correspondence to: nurkhosiah944@gmail.com
Abstract:
This research is motivated by the crucial role of education in forming student character aligned with both national and religious values amidst the challenges of
globalization. The study aims to thoroughly analyze the implementation of the Pancasila Student Profile (P5) and its relevance to the Progressive Islam Treatise
(Risalah Islam Berkemajuan) at SD Muhammadiyah Plus Kota Probolinggo. Employing a qualitative method with a case study approach, the research involves
participatory observation, in-depth interviews, and document analysis of the curriculum, habitual programs, and extracurricular activities. The findings indicate
that the implementation of the Pancasila Student Profile in this school possesses a significant alignment with the principles of Progressive Islam, which is realized
through an integrated curriculum, daily habitual programs, and the development of sustainable projects. Although faced with challenges such as uneven
understanding among teachers and resource optimization issues, the school successfully addresses these through teacher competency development and
stakeholder collaboration. In conclusion, the harmonious integration of these two concepts not only strengthens the students' identity as high-character citizens
but also as moderate and progressive Muslims, making a significant contribution to achieving SDG-quality student character.

.

Keywords: Pancasila Student Profile, Progressive Islamic Treatise, Muhammadiyah Elementary School.

INTRODUCTION
Education plays a fundamental and globally acknowledged role
in building the moral foundation and character of a nation’s
future generation. In an era marked by rapid technological
advancements, digital disruption, and complex global
challenges—from climate change to geopolitical shifts—the
need for citizens who possess both academic competence and
strong ethical character has never been more urgent
(Rahayuningsih, 2022; Wardana et al., 2021). This imperative is
closely linked to the United Nations Sustainable Development
Goals (SDGs), particularly Goal 4 (Quality Education), which
emphasizes the need to produce learners equipped with the
knowledge and skills to promote sustainable development,
human rights, gender equality, and a culture of peace (Irawati
et al., 2022; Safitri et al., 2022).

This challenge is particularly pertinent in schools managed by
large Islamic organizations like Muhammadiyah. Known for its
progressive approach to education and social reform,
Muhammadiyah operates under the ideology of Risalah Islam
Berkemajuan (Progressive Islam Treatise), which champions a
dynamic, modern, and tolerant practice of Islam (Lukman, 2024;
Ilham, 2024). The specific integration problem, therefore, centers
on how institutions like SD Muhammadiyah Plus Probolinggo can
harmoniously blend the six dimensions of P5 with the five key
characteristics of Islam Berkemajuan (such as tajdid (renewal) and
rahmatan lil ‘alamin (mercy for all creation)). Success in this
endeavor is critical to ensure students graduate with what can be
defined as SDG-Quality Character—a blend of national virtue,
progressive spirituality, and global awareness (Anam et al., 2019;
Hyangsewu, 2019).

Khosiah, N., Pantiwati, Y., & Utomo, D. P. (2025). Integration of Pancasila and Progressive Islam in Education for the SDGs Developing Quality Student Character. Assyfa Journal of Multidisciplinary Education, 3(2), 77–84

This challenge is particularly pertinent in schools managed by
large Islamic organizations like Muhammadiyah. Known for its
progressive approach to education and social reform,
Muhammadiyah operates under the ideology of Risalah Islam
Berkemajuan (Progressive Islam Treatise), which champions a
dynamic, modern, and tolerant practice of Islam (Lukman, 2024;
Ilham, 2024). The specific integration problem, therefore,
centers on how institutions like SD Muhammadiyah Plus
Probolinggo can harmoniously blend the six dimensions of P5
with the five key characteristics of Islam Berkemajuan (such as
tajdid (renewal) and rahmatan lil ‘alamin (mercy for all
creation)). Success in this endeavor is critical to ensure students
graduate with what can be defined as SDG-Quality Character—
a blend of national virtue, progressive spirituality, and global
awareness (Anam et al., 2019; Hyangsewu, 2019).
In response to this global and national need, Indonesia
introduced the Profil Pelajar Pancasila (Pancasila Student Profile
or P5) initiative in 2020 (Chamisijatin et al., 2023; Ilmiah &
Marzuki, 2023; Susanti & Suastika, 2022). This framework
outlines six core dimensions of character and competency
expected of Indonesian students, aiming to foster lifelong
learners who are globally competitive and rooted in the nation’s
foundational philosophy (Afipah, 2023; Utami et al., 2023).
While P5 provides a clear vision for national character building
(Ismelani et al., 2023; Marwin, 2022; Nurhuda et al., 2023), its
implementation faces inherent challenges across the diverse
educational landscape, especially within faith-based
institutions. The central dilemma lies in effectively integrating
these nationally mandated secular values into religious school
systems without compromising their unique spiritual and moral
identity (Afriatmei et al., 2023; Nurasiah et al., 2022).
This challenge is particularly pertinent in schools managed by
large Islamic organizations like Muhammadiyah. Known for its
progressive approach to education and social reform (Fitriyani
et al., 2023; Maghfirani & Romelah, 2023; Nafi’ah et al., 2023),
Muhammadiyah operates under the ideology of Risalah Islam
Berkemajuan (Progressive Islam Treatise), which champions a
dynamic, modern, and tolerant practice of Islam (Lukman, 2024;
Ilham, 2024). The specific integration problem, therefore,
centers on how institutions like SD Muhammadiyah Plus
Probolinggo can harmoniously blend the six dimensions of P5
with the five key characteristics of Islam Berkemajuan (such as
tajdid (renewal) and rahmatan lil ‘alamin (mercy for all
creation))(Nurfajri, 2023; Sriyono et al., 2023; Suardipa, 2022).
Success in this endeavor is critical to ensure students graduate
with what can be defined as SDG-Quality Character—a blend of
national virtue, progressive spirituality, and global awareness
(Anam et al., 2019; Hyangsewu, 2019).
Research related to the Pancasila Student Profile
implementation has been conducted by several scholars.
Studies by Irawati et al. (2022), Safitri et al. (2022), and
Jamaludin et al. (2022) generally confirm the effectiveness of P5
in developing national character, collaboration, and critical
thinking through project-based learning. For instance, Safitri et
al. (2022) highlight the positive role of P5 projects in enhancing

character, while Jamaludin et al. (2022) explore the role of the
Campus Teaching Program in this regard (Gianistika, 2022;
Nggano et al., 2022; Nurrohamah & Pratiwi, 2023). However,
these works tend to focus on the generic implementation stages
(planning, execution, evaluation) or its application in general
settings (Hidayat et al., 2022; Zhahira, 2021), providing limited
depth on the intricate process of ideological alignment needed
when P5 is adopted by schools operating under a specific religious
doctrine, thereby overlooking the dual-identity challenge
inherent in these contexts.
Research related to the Pancasila Student Profile implementation
has been conducted by several scholars. Studies by Irawati et al.
(2022), Safitri et al. (2022), and Jamaludin et al. (2022) generally
confirm the effectiveness of P5 in developing national character,
collaboration, and critical thinking through project-based
learning. For instance, Safitri et al. (2022) highlight the positive
role of P5 projects in enhancing character, while Jamaludin et al.
(2022) explore the role of the Campus Teaching Program in this
regard. However, these works tend to focus on the generic
implementation stages (planning, execution, evaluation) or its
application in general settings (Hidayat et al., 2022; Zhahira,
2021), providing limited depth on the intricate process of
ideological alignment needed when P5 is adopted by schools
operating under a specific religious doctrine, thereby overlooking
the dual-identity challenge inherent in these contexts.
research addressing the Islamic institutional perspective also
exists but remains contextually limited. Sabarniati (2024)
confirms the alignment of P5 with Al-Islam Kemuhammadiyahan
values in a Muhammadiyah High School (SMA), but this context
differs substantially from the foundational character-building
environment of the elementary school (SD) level. Other works,
such as Lukman (2024) and Amir (2023), focus primarily on the
theoretical concept and historical dynamics of Progressive Islam
itself, while Wardana et al. (2021) and Rahayuningsih (2022)
discuss the general socialization of Pancasila values and
internalization of Ki Hajar Dewantara's philosophy. Collectively,
these studies confirm the significance of P5 and Progressive Islam
but fail to provide a detailed, empirical model of their synergistic
integration within the primary school curriculum, where
character formation is most intensive (Afriatmei et al., 2023;
Nurasiah et al., 2022).
Consequently, the Research Gap lies in the absence of an indepth, empirical case study that meticulously maps the precise
mechanisms and challenges of harmoniously integrating the Profil
Pelajar Pancasila and the Risalah Islam Berkemajuan at the
Elementary School (SD) level to explicitly assess the resulting SDGQuality Student Character. The Novelty of this study is its capacity
to deliver a robust, holistic integration model, demonstrating how
a leading faith-based primary school successfully navigates the
potential tension between national and organizational values
(Sabarniati, 2024; Afipah, 2023), thereby offering a practical
blueprint for educational institutions aiming for balanced
character output.
This research is primarily grounded in Character Education
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Khosiah, N., Pantiwati, Y., & Utomo, D. P. (2025). Integration of Pancasila and Progressive Islam in Education for the SDGs Developing Quality Student Character. Assyfa Journal of Multidisciplinary Education, 3(2), 77–84

Theory, which advocates for the holistic development of moral,
intellectual, and spiritual attributes (Zahra, 2021; Utami et al.,
2023), and is complemented by principles of Progressive
Education due to the project-based nature of P5
implementation (Lestari & Hermawati, 2023; Wijayanti, 2023).
The central Concepts explored are the six dimensions of the
Pancasila Student Profile (Faith and Devotion to God, Global
Diversity, Mutual Cooperation, Independence, Critical Thinking,
and Creativity), the tenets of the Risalah Islam Berkemajuan
(emphasizing renewal (Rofiah & Kiptiyah, 2023), moderation,
and mercy for all), and the resulting comprehensive SDG-Quality
Character that balances national identity with global ethical
standards (Agus, 2019; Anam et al., 2019).

beyond mere statistical description to achieve a profound,

What makes this research particularly compelling and important
is the selection of SD Muhammadiyah Plus Probolinggo as the
case study. This school is recognized within the Muhammadiyah
network as a successful pioneer, having demonstrably
implemented innovative curricula and habitual programs that
seamlessly blend the national P5 framework with the
organization’s progressive religious ideology. The detailed
insights derived from this specific context promise to offer
highly replicable, evidence-based guidance not only for other
Muhammadiyah schools but also for policymakers seeking best
practices in fostering balanced character development within
Indonesia’s pluralistic educational ecosystem (Hidayat et al.,
2022; Nurasiah et al., 2022).
Therefore, the primary goal of this study is to meticulously
analyze the comprehensive implementation process of the
Profil Pelajar Pancasila at SD Muhammadiyah Plus Kota
Probolinggo and to empirically examine the relevance,
alignment, and synergy of this implementation with the
principles outlined in the Risalah Islam Berkemajuan, with the
ultimate aim of articulating the characteristics of the resulting
SDG-Quality Student Character (Afipah, 2023; Afriatmei et al.,
2023).

RESEARCH METHODOLOGY
The methodology employed in this study is meticulously
designed to capture the depth and complexity of value
integration within a specific educational ecosystem, moving

2.1 Research Design
The study utilizes qualitative research with an intrinsic single
case study design, focusing intently on the distinct context of SD
Muhammadiyah Plus Kota Probolinggo. This design is justified
by the school's unique position as a leading Islamic educational
institution actively and successfully integrating national policy
(P5) with its organizational ethos (Risalah Islam Berkemajuan),
presenting a phenomenon that is best understood through
deep, context-specific exploration (Nurasiah et al., 2022;
Afriatmei et al., 2023). A qualitative approach enables the
researcher to explore the underlying meanings, mechanisms,
and perceptions of teachers, students, and administrators

contextual understanding of the phenomenon. Adopting a
qualitative approach is necessary given the research’s focus on
the ‘how’ and ‘why’ of curriculum alignment, behavioral
manifestation, and stakeholder perception regarding the
harmonization of the Profil Pelajar Pancasila and the Risalah
Islam Berkemajuan. This methodology allows for the
construction of a rich, narrative account of the integration
process, ensuring the findings are not only accurate but also
highly transferable and applicable as a model for similar faithbased institutions. The sequential flow of this research, from
preparatory stages to final conclusions, is illustrated below,
providing a transparent overview of the entire methodological
process.

regarding this ideological blending, a nuance that large-scale
quantitative studies often miss. The case study allows for the
intensive investigation of a contemporary phenomenon within its
real-life context, providing rich descriptive detail of the integrated
curriculum, habitual programs, and pedagogical practices (Safitri
et al., 2022). This comprehensive analysis is crucial for developing
a model that illustrates how faith-based schools can fulfill national
character mandates while preserving their specific religious
identity, positioning this research as a significant contribution to
character education literature in pluralistic societies (Zhahira,
2021; Irawati et al., 2022).
2.2 Data Collection
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Data collection employs the principle of methodological
triangulation, utilizing in-depth interviews, participatory
observation, and document analysis to ensure the credibility
and richness of the gathered information (Wardana et al., 2021;
Sabarniati, 2024). In-depth interviews are directed toward key
informants, including the Headmaster, Curriculum Coordinator,
P5
Project
Coordinator,
and
select
Al-Islam
Kemuhammadiyahan (AIK) teachers, aimed at uncovering the
conceptual frameworks, policy formulation, and challenges
faced during the integration process. Participatory observation
is conducted to capture the direct manifestation of integrated
values, focusing on P5 project execution, daily religious
practices (shalah, tadarus), and student interactions that
demonstrate mutual cooperation or critical thinking, linking
observable behavior to both national and progressive Islamic
values (Utami et al., 2023). Finally, document analysis critically
reviews formal curricular documents, P5 project reports, lesson
plans (RPP), and the school’s internal guidelines on Progressive
Islam to trace the official policy alignment between the two
ideologies, providing a robust empirical foundation for the
study’s findings (Lukman, 2024; Afipah, 2023).
2.3 Data Analysis
The data analysis process strictly adheres to the interactive
model proposed by Miles, Huberman, and Saldaña, ensuring a
systematic and iterative procedure for making sense of the
voluminous qualitative data (Amir, 2023; Anam et al., 2019).
This model commences with Data Condensation, where field
notes, interview transcripts, and documents are selected,
summarized, and focused to highlight information directly
pertinent to the integration of P5 and Risalah Islam
Berkemajuan, effectively simplifying the data without losing
context. This is followed by Data Presentation, where the
condensed data is organized into matrices, narrative
summaries, and conceptual models to facilitate pattern
recognition and thematic development regarding the
implementation’s mechanisms and outcomes. The final stage is
Conclusion Drawing and Verification, where emerging patterns
and hypotheses are rigorously checked against the original data
and cross-referenced with various sources (triangulation) to
establish validity and trustworthiness, allowing for the
construction of a robust, evidence-based integration model
(Hidayat et al., 2022; Nurasiah et al., 2022). This iterative
process ensures the final findings are grounded in empirical
reality and directly address the research objectives.

performance). Observation Sheets are utilized to systematically
record the frequency and context of integrated value
manifestations in daily school life, such as mutual cooperation
activities and critical thinking during project learning.
Furthermore, Document Checklists serve as tools to map official
policy integration by verifying the inclusion of Risalah Islam
Berkemajuan principles within the school's P5 project
documentation and curriculum planning (Wijayanti, 2023; Agus,
2019). This strategic use of supporting instruments ensures that
the data collected is focused, systematically categorized, and
directly relevant to the core research questions.
2.5 Validity and Reliability
The trustworthiness of the research findings is established
through several robust criteria, known in qualitative research as
Credibility (Internal Validity), Dependability (Reliability), and
Confirmability (Objectivity) (Rahayuningsih, 2022; Sabarniati,
2024). Credibility is ensured through source and methodological
triangulation, comparing data from interviews, observation, and
documents, and through member checking, where key
informants review transcripts and preliminary findings to confirm
accuracy of interpretation. Dependability and Confirmability are
achieved by maintaining an Audit Trail, a detailed, chronological
record of all data collection procedures, analysis decisions, and
theoretical developments, which can be reviewed by an external
auditor (e.g., a supervisor or peer researcher) to verify that the
findings logically follow the collected data (Afriatmei et al., 2023;
Wardana et al., 2021). Finally, Transferability is addressed by
providing a "thick description" of the SD Muhammadiyah Plus
Probolinggo context, allowing readers to judge the applicability of
the findings to their own settings, thereby maximizing the
practical utility of the integration model developed.
2.6 Subject and Location

2.4 Research Instruments
The primary research instrument in this qualitative study is the
researcher, who acts as the key data collector and initial analyst,
leveraging deep contextual immersion to interpret complex
social phenomena (Zahra, 2021; Lestari & Hermawati, 2023).
The researcher is supported by several structured instruments
designed to maintain focus and consistency across data points,
including a comprehensive Interview Guide tailored to explore
the alignment between P5 dimensions (e.g., Faith and Devotion)
and specific Progressive Islam tenets (e.g., tajdid or ritual
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Khosiah, N., Pantiwati, Y., & Utomo, D. P. (2025). Integration of Pancasila and Progressive Islam in Education for the SDGs Developing Quality Student Character. Assyfa Journal of Multidisciplinary Education, 3(2), 77–84

The location of this research is SD Muhammadiyah Plus Kota
Probolinggo, selected due to its reputation as a pioneer school
within the Muhammadiyah network that has successfully and
innovatively implemented the Merdeka Curriculum,
demonstrating a commitment to integrating national and
organizational values (Afipah, 2023; Nurasiah et al., 2022). The
school serves as an optimal Purposive Sample to study the
complex synergy between the P5 and Progressive Islam in a
primary education setting (Fajrin et al., 2023; Sabon et al.,
2022). The research subjects, or informants, were strategically

Coordinator (representing program execution), and key teachers
of religious subjects (AIK) and general subjects (representing
pedagogical practice and daily integration challenges) (Hidayat et
al., 2022; Zhahira, 2021). This focused selection ensures a
comprehensive and holistic understanding, capturing
perspectives from policy to classroom application, thereby
providing the necessary depth for the case study.

chosen using purposive sampling to represent the multi-layered
aspects of the implementation. These key informants include
the Headmaster (representing policy and vision), the Curriculum
Coordinator (representing technical planning), the P5 Project

the table below (Shofa, 2021; Yanzi et al., 2022). This structured
breakdown is essential for maintaining focus during the data
analysis phase and ensuring that the final conclusions are directly
responsive to the research questions.

The relationship between the core research objectives and the
appropriate analytical approach is systematically mapped out in

Figure 2. Research Questions and Type of Analysis Matrix" presented as an image.
The matrix presented in Figure 2 guides the transition from
raw data to robust findings by linking each specific research
question to a corresponding analytical technique. For
instance, questions concerning the direct implementation
(No. 1) are addressed using descriptive and interpretive
analysis of observation data and teacher narratives, focusing
on how programs are executed in practice. Conversely, the
analysis of alignment (No. 2) requires content analysis of
official documents and comparative analysis to map P5
dimensions directly against the specific tenets of Risalah Islam
Berkemajuan, such as tajdid (renewal) and rahmatan lil
‘alamin (mercy for all creation) (Irawati et al., 2022; Safitri et
al., 2022). Furthermore, questions regarding the synergistic
mechanisms (No. 3) and challenges/solutions (No. 4)
necessitate thematic and critical analysis, involving pattern
matching across multiple data sources to explain the
interconnectedness and problem-solving strategies adopted
by the school (Amir, 2023; Lukman, 2024). This systematic
approach ensures that every finding is methodologically

justified, leading to an integrated model of character
development that is both empirically grounded and
theoretically sound.

RESULTS AND DISCUSSION
The Pancasila Student Profile Concept
The Pancasila Student Profile is a framework that outlines the
character and competencies expected of Indonesian students.
According to the Ministry of Education, Culture, Research, and
Technology (Kemendikbudristek, 2020), the Pancasila Student
Profile represents "Indonesian students as lifelong learners who
possess global competencies and behave in accordance with the
values of Pancasila." The Pancasila Student Profile consists of six
main dimensions: (1) Faithful and Devout to God Almighty and
Noble Character, (2) Global Diversity, (3) Mutual Cooperation,
(4) Independence, (5) Reasoning, and (6) Critical Creativity. The
Pancasila Student Profile is expected to serve as a reference for
the development of curricula, the learning process, and
educational evaluation at all levels of education in Indonesia.
With the government's implementation of this profile, it is
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hoped that Indonesia's younger generation will become
increasingly confident in the noble values of Pancasila, which
form the foundation of the Indonesian state.
Experts explain that the Pancasila Student Profile is an
initiative aimed at developing the character and competencies
of students in Indonesia based on the values embedded in
Pancasila. This concept consists of six key dimensions: (1)
having faith and devotion to God Almighty, (2) respecting and
honoring diversity in a global context, (3) upholding the spirit
of mutual cooperation, (4) demonstrating independence in
various situations, (5) thinking critically when facing problems
and making decisions, and (6) exhibiting noble character in
behavior. (Irawati et al., 2022; Jamaludin et al., 2022; Safitri et
al., 2022). The Pancasila Student Profile, once fully
implemented with maximum effort, is expected to be realized
in accordance with the intended goals. As stated by experts,
the Pancasila Student Profile aims to shape and prepare
students to become intelligent individuals with strong
character, in line with the noble values of the nation. This
concept also emphasizes the importance of producing
students who can make positive contributions to society. With
relevant competencies, they are expected to be ready to face
various challenges in the global era, adapt to the changing
times, and remain steadfast in upholding national principles.
(Rahayuningsih, 2022)(Safitri et al., 2022)
Thus, students are not only expected to learn theoretical
concepts but also to apply the values of Pancasila in their daily
activities. This process is anticipated to strengthen national
identity and reinforce the nation's character, enabling
students to grow into individuals who reflect the noble values
of the nation through their behavior and social interactions.
(Irawati et al., 2022; Jamaludin et al., 2022; Safitri et al., 2022)
Overall, the Pancasila Student Profile is a strategic effort to
shape the character and competencies of students in
Indonesia, with the ultimate goal of creating a generation that
is virtuous, intelligent, and ready to contribute to the nation's
development.
Pancasila Student Profile
The Pancasila Student Profile consists of six dimensions
designed to shape the character and competencies of
Indonesian students. The implementation of the Pancasila
Student Profile in primary schools is a crucial step in forming
the character and identity of students as the nation's future
generation. This profile includes six key dimensions: faith and
devotion to God Almighty, global diversity, mutual
cooperation, independence, and critical thinking, all aimed at
integrating the values of Pancasila into the students' daily lives.

1. Faith and Devotion to God Almighty, and Noble Character
This dimension emphasizes the importance of spiritual and
moral values in daily life. Students are expected to have an
awareness of the existence of God and to apply good moral
values in their social interactions. (Afipah, 2023; Utami et
al., 2023; Hidayati, 2024).
2. Independence, This dimension teaches students to
become independent individuals who are capable of

making decisions and taking responsibility for their actions.
Independence is crucial for building a strong character and
self-confidence when facing various challenges. (Afipah,
2023; Utami et al., 2023; Hidayati, 2024).
3. Mutual Cooperation, This dimension emphasizes the values
of collaboration and solidarity among students. Students are
taught to assist each other and work together to achieve
common goals, which is at the heart of the gotong royong
spirit in Indonesian culture. 2023; Hidayati, 2024
4. Global Diversity, This dimension encourages students to
understand and appreciate differences, whether in terms of
culture, religion, or social background. Students are
expected to develop a sense of tolerance and the ability to
adapt in a multicultural society(Lestari & Hermawati, 2023;
Wijayanti, 2023).
5. Critical Thinking, This dimension encourages students to
think critically and analytically. Students are taught not only
to accept information but also to question, analyze, and
evaluate the information they receive. (Afipah, 2023; Utami
et al., 2023; Hidayati, 2024).
6. Creativity, This dimension emphasizes the importance of
creativity in the learning process. Students are expected to
think outside the box and generate innovative ideas in
various aspects of life. (Afipah, 2023; Utami et al., 2023;
Hidayati, 2024).(Afipah, 2023; Hidayat et al., 2022; Utami et
al., 2023)
These six dimensions are interconnected and serve as a guide in
shaping students' character, not only making them academically
intelligent but also instilling noble values in line with Pancasila.
The implementation of these dimensions in education is
expected to create a generation that is prepared to face global
challenges and contribute positively to society.
Implementation of the Pancasila Student Profile in Education
In primary education, the application of these values is crucial
for building a strong character and social awareness among
students. One method to realize the Pancasila Student Profile is
through teaching that integrates local values and character
development. Research shows that projects focused on
strengthening the Pancasila Student Profile, particularly with an
emphasis on local wisdom, can enhance students'
understanding of Pancasila values. . (Afriatmei et al., 2023;
Nurasiah et al., 2022) Therefore, the application of Pancasila
values is instilled from an early age so that, as students grow,
these values become deeply embedded in their hearts. This way,
they will consistently uphold the principles of Pancasila in their
daily lives.

The Pancasila Student Profile in education is expected to be
realized through a variety of creative and innovative learning
activities, including projects that engage students in hands-on
experiences within the community. (Hamzah et al., 2022; Mery
et al., 2022; Safitri et al., 2022) To achieve all the goals, the
involvement of all school members and collaboration with
parents and the community are essential. As experts suggest,
collaboration between parents, teachers, and the community
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plays a crucial role in the implementation of the Pancasila
Student Profile. Research shows that support from the
surrounding environment has a significant impact on shaping
students' character. (Wardana et al., 2021; Zhahira, 2021) The
implementation of the Pancasila Student Profile in primary
schools requires a holistic and collaborative approach, where
all parties are involved in the educational process. In this way,
it is expected that students will not only become academically
intelligent individuals but also develop strong character and be
capable of making positive contributions to society and the
nation.
The Advancement of Islam Doctrine
Islam Berkemajuan is a concept promoted by Muhammadiyah,
emphasizing a dynamic, progressive understanding of Islam
that remains relevant to the times. With the concept of Islam
Berkemajuan, Muhammadiyah seeks to overcome narrow
interpretations of Islam that hinder broader understanding
and resist change. In its effort to achieve the vision of Islam’s
glory, Muhammadiyah has outlined several key characteristics
of Islam Berkemajuan, including: 1) being based on Tawhid
(the oneness of God); 2) adhering to the Quran and Sunnah; 3)
reviving ijtihad (independent reasoning) and tajdid (renewal);
4) promoting and spreading Wasathiyah (moderation); and 5)
striving to realize mercy for all of creation. (Ilham, 2024) From
the above context, it can be understood that Islam
Berkemajuan aims to establish a leading civilization that
upholds the values of humanity, justice, and progress.
In the context of education, Islam Berkemajuan emphasizes
the integration of general knowledge and Islamic values, as
well as the balanced development of character across
intellectual, spiritual, and social aspects. Through this
approach, Islam is seen as a transformative force that remains
relevant to contemporary developments while maintaining its
fundamental and noble values. The Risalah Islam Berkemajuan
highlights the importance of openness to knowledge,
collaboration among communities, and the application of the
values of Islam as rahmatan lil 'alamin (a blessing for all the
worlds) in building a just, peaceful, and progressive civilization.
As experts argue, Risalah Islam Berkemajuan focuses on
education that combines Islamic values with the progress of
the times. According to Zakiah Daradjat, Islamic education
aims to guide the younger generation to develop good morals
and piety towards Allah SWT, which serves as a fundamental
basis in character development. (Agus, 2019) Changes in the
worldview of Islam are crucial to drive the advancement of
civilization, with education serving as the primary catalyst.
(Anam et al., 2019) Therefore, Islamic education must
continuously adapt and innovate to meet the needs of society
in the era of globalization. (Hyangsewu, 2019)
Implementation Of The Pancasila Student Profile at SD
Muhammadiyah Plus Kota Probolinggo
The Pancasila Student Profile at SD Muhammadiyah Plus
Kota Probolinggo is a key focus in efforts to shape students'
character, fostering virtuous behavior and integrity. In the
educational context, the Pancasila Student Profile is expected
to cultivate a generation that is not only intellectually capable

but also exhibits attitudes and behaviors aligned with the values
of Pancasila. As an educational institution that integrates
religious and national values, SD Muhammadiyah Plus Kota
Probolinggo plays a significant role in realizing this goal. Through
various activities and programs, the school aims to ensure that
students not only master academic content but also internalize
Pancasila values in their daily lives.
Based on the results of interviews with the principal and vice
principal of SD Muhammadiyah Plus Probolinggo, they stated
that the integration of the Pancasila Student Profile
Strengthening Project (P5) at the school must be carried out with
a systematic and comprehensive approach. Several steps have
been taken, including:
1. IntegratedCurriculum
SD Muhammadiyah Plus Kota Probolinggo has developed an
integrated curriculum that combines the National Curriculum,
the Pancasila Student Profile, and the values of Islam
Berkemajuan. According to the Principal, the integration of P5 is
implemented through a project-based curriculum, where
student involvement in projects is designed to cover the
dimensions of the Pancasila Student Profile, such as
collaboration, independence, critical thinking, creativity, global
diversity, and noble character. These projects can take the form
of social, environmental, or innovation activities that address
both local and global issues.
The subjects are tailored to incorporate Islamic values, enabling
students to understand and apply religious principles in various
aspects of their lives. Each subject in the school is designed to
support the implementation of P5. Teachers from different
disciplines will collaborate to create cross-curricular activities
that emphasize the values of Pancasila.
2. Thematic and Contextual Learning:
To support the P5 concept (Character Education Strengthening,
Competency Development, Project-Based Learning, ProblemBased Learning, and Differentiated Learning), themes that are
relevant to everyday life and Islamic teachings are integrated.
Based on interviews with teachers and the school principal at SD
Muhammadiyah Plus Kota Probolinggo, the application in the
classroom includes: In the classroom implementation, the
following approaches are applied:
a)

Dimension of Faith: 1) Organizing regular religious activities,
such as group prayers and observances of religious holidays,
involving all students while respecting religious diversity.
2)Teachers integrate moral education and spiritual values
into every subject, not limited to religious studies alone.
b) Global Diversity: 1) Implementing collaborative programs
between classes and students with diverse cultural or
religious backgrounds to promote tolerance and unity.
c) Mutual Cooperation: 1) Organizing social service activities,
both within the school and the surrounding community,
such as environmental cleanups, assisting those in need, or
donating to orphanages. 2) All subjects will involve
teamwork in the form of joint projects that emphasize the
importance of mutual cooperation in achieving common
goals.

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d) Independence: 1) Independent Challenges: Each semester,
students are assigned individual projects that encourage
them to take responsibility and work independently to
achieve specific outcomes, such as art or research projects.
e) Critical Thinking:1) Each teacher will apply problem-based
learning (PBL) methods to encourage students to solve
problems critically and creatively
f) Creativity: 1) Providing creative laboratories at the school,
including digital technology or craft workshops, that allow
students to develop innovative ideas.

Based on interviews with teachers at SD Muhammadiyah
Plus, the implementation of the Pancasila Student Profile
(P5) focuses on the efficient use of resources and learning
media to improve the quality of education. It encourages
students to work on projects centered on environmental
sustainability and social welfare, which also teach Islamic
values, such as caring for Allah's creation and benefiting
others. Additionally, the integration of P5 involves not only
the students but also the entire school community, including
parents and the surrounding society. This is achieved
through collaboration with social, environmental, and
cultural organizations, allowing students to actively
participate in real-life activities that reflect the values of
Pancasila.

3. Habitual Programs
The school implements various habitual programs to instill
the values of the Pancasila Student Profile and Progressive
Islam. These programs include: (1) Flag-raising ceremonies
every Monday, (2) Dhuha and Dhuhr prayers in
congregation, (3) Morning literacy activities with themes of
nationalism and Islam, and (4) The 5S Program (Smile,
Greet, Say Hello, Polite, Courteous).
According to an interview with a fourth-grade teacher,
they explained: "This habitual program is very effective in
practically instilling the values of Pancasila and Islam. The
students not only learn the theory but also apply it in their
daily life at school."
4. ExtracurricularActivities
The extracurricular activities at SD Muhammadiyah Plus
Kota Probolinggo are designed to support the
development of the dimensions of the Pancasila Student
Profile. Some of the prominent extracurricular activities
include:
a)

Scouts:
Aimed
at
developing
leadership,
independence, and teamwork.
b) English Club: Enhancing English language skills to
support the dimension of global diversity.
c) Tahfidz Al-Qur'an: A program focused on memorizing
daily prayers, strengthening the dimension of faith
and piety.
d) Tapak Suci/Nusantara Arts and Culture: Preserving
local culture while simultaneously fostering
The extracurricular program coordinator stated: "We
design extracurricular activities that not only develop
students' talents and interests but also align with the
Pancasila Student Profile and the values of Islam
Berkemajuan. For instance, in Scouts, we integrate
scouting values with Islamic teachings and the spirit of
nationalism."
5. Development of Sustainable Projects
The development of sustainable projects is crucial in
addressing current global challenges, including
environmental, social, and economic issues. Sustainable
projects aim to create long-term positive impacts that
meet present needs without compromising resources for
future generations.

Project-based activities will ensure a strong focus on
character development in students' daily lives. Every
opportunity, both inside and outside the classroom, is
utilized to practice the values of Pancasila, such as honesty,
cooperation, and mutual respect.
The empirical findings from SD Muhammadiyah Plus Kota
Probolinggo confirm a profound and non-superficial relevance
between the Profil Pelajar Pancasila (P5) and the Risalah Islam
Berkemajuan (R.I.B.), establishing an integrated educational
foundation that promotes both national character and
progressive Islamic identity. This alignment is not merely
coincidental but reflects a deliberate institutional strategy
where the six P5 dimensions find their spiritual and ethical
grounding in the R.I.B. principles (Lukman, 2024; Ilham, 2024).
Specifically, the P5 dimension of Faith and Devotion to God is
directly reinforced by the R.I.B.'s emphasis on Tawhid (oneness
of God) and noble character (akhlak karimah), while Critical
Thinking and Creativity resonate with the R.I.B. mandate for
Ijtihad (independent reasoning) and Tajdid (renewal) (Amir,
2023; Sabarniati, 2024). This synergistic blending ensures that
the cultivation of competence and character in students—such
as through the Gotong Royong (Mutual Cooperation) spirit,
which aligns with Islamic teachings on ukhuwah
(brotherhood)—is consistently reinforced from both secular
and spiritual perspectives, providing a complete framework for
developing an open-minded, tolerant, and socially engaged
individual (Irawati et al., 2022; Safitri et al., 2022).
Despite this successful ideological alignment, the
implementation of the P5 Strengthening Project and R.I.B.
application at the operational level confronts five critical
systemic challenges, requiring tailored and strategic mitigation
efforts. The most pervasive challenge identified is the lack of a
deep, uniform understanding among all teachers regarding the
nuances of P5 values and their practical integration with R.I.B.
tenets, which can lead to inconsistencies in classroom
application (Afriatmei et al., 2023; Nurasiah et al., 2022). This
problem is addressed by the school through the elaboration of
a structured solution: organizing continuous, intensive training
sessions for all educators, facilitated by competent experts, to
bridge the theoretical knowledge gap and provide clear
technical guidelines for value infusion into the curriculum and
daily school activities. This proactive approach ensures that the
school's vision moves beyond mere policy compliance to deeply
embedded pedagogical practice, emphasizing professional
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capacity building as the key mitigating factor for conceptual
inconsistency (Hidayat et al., 2022).
The second challenge critically explores the often suboptimal
involvement of parents and the wider community in
supporting the cultivation of Pancasila and Islamic values,
which is essential as character education extends beyond the
classroom (Wardana et al., 2021; Zhahira, 2021). The school's
reflection on this finding led to the analytical solution of
enhancing parent-school communication through formal
parent forums to foster a shared understanding of the P5
project's importance and encourage active participation in
character-strengthening activities. This strategy is coupled
with a drive to build stronger relationships with local
community organizations, actively engaging them in the P5
program (e.g., local wisdom themes) to create a consistent,
supportive ecosystem that reinforces the values learned at
school within the home and social environment, thus
addressing the discontinuity in value reinforcement.
Furthermore, the complexity of curriculum adaptation
presents a significant hurdle, as aligning the established
school syllabus with the project-based, conceptual approach
of P5 and R.I.B. necessitates substantial structural and content
modifications (Hidayat et al., 2022; Utami et al., 2023). The
school addresses this structural issue through organized
workshops and intensive teacher training sessions focused not
just on introducing the P5 concept but, more critically, on
practical strategies for integrating P5 and R.I.B. tenets into the
existing subjects. The vital element of this solution is involving
teachers directly in the curriculum revision process,
transforming them from mere implementers into
collaborative owners of the revised pedagogical framework,
thereby increasing buy-in and ensuring the sustainability of
the changes (Afipah, 2023; Sabarniati, 2024). This institutional
reflection highlights that ownership over curriculum change is
far more effective than top-down mandates in ensuring
successful adaptation.
The final two challenges—related to Resource and Facility
limitations and Assessment and Evaluation systems—demand
equally strategic interventions. Implementing the P5 projects
effectively is resource-intensive, requiring additional time,
manpower, and physical facilities, particularly for creative and
sustainable themes (Nurasiah et al., 2022; Afriatmei et al.,
2023). The school's analytical solution involves external
fundraising efforts from donors and foundations, alongside
optimizing the use of existing facilities and exploring
innovative ways to leverage available technology and media.
Concurrently, the necessity of developing a holistic
assessment system that aligns with the P5's competencybased approach is met by creating detailed assessment rubrics
tailored to measure multiple aspects of student character and
ability, utilizing diverse methods like portfolios, projects, and
presentations (Utami et al., 2023; Afipah, 2023). These
strategies reflect a reflective understanding that sustained
integration relies not only on pedagogical theory but also on
mobilizing external support and adopting comprehensive
evaluation tools that measure the full spectrum of SDGQuality Character development.

Ultimately, the impact of SD Muhammadiyah Plus Probolinggo's
integration model extends beyond internal school success,
offering a powerful reflection on the viability of integrating faith
and national values in contemporary Indonesian education. By
addressing core challenges related to teacher competency,
community buy-in, and resource mobilization through targeted
strategies, the school successfully fosters a generation that is
not only intellectually capable but also strong in character,
spirituality, and humanity (Lukman, 2024; Sabarniati, 2024).
This harmonious blend—where P5 and R.I.B. complement each
other in shaping individuals who excel academically and
embody moral integrity—provides an empirically grounded,
holistic, and sustainable foundation for educational
development, serving as a critical blueprint for institutions
committed to producing citizens with globally relevant, SDGQuality Character in a diverse nation.

CONCLUSION
Based on the in-depth case study at SD Muhammadiyah Plus
Kota Probolinggo, the following conclusions are drawn to
address the research problems:
a)

The implementation of the Profil Pelajar Pancasila (P5) is
comprehensively executed through an integrated
curriculum, thematic and contextual learning (projectbased learning), sustained habitual programs, and
dedicated extracurricular activities.

b) There is a profound and deliberate synergistic alignment
between the six dimensions of P5 (especially Faith and
Devotion, Mutual Cooperation, and Critical Thinking) and
the core principles of the Risalah Islam Berkemajuan
(R.I.B.), such as Tawhid, Tajdid, and Rahmatan lil 'Alamin.
c)

The mechanism for synergistic integration is realized
through the intentional layering of R.I.B. principles as the
spiritual and ethical foundation upon which the P5 values
are manifested in daily school life and P5 projects, thereby
ensuring the student develops a unified national-religious
identity.

d) Five major systemic challenges—teacher understanding,
sub-optimal parental involvement, curriculum adaptation
complexity, resource limitations, and assessment
difficulty—are effectively mitigated by the school through
strategic solutions, including continuous teacher training,
enhanced community collaboration, participatory
curriculum revision, resource optimization, and the
development of holistic assessment rubrics.
The ultimate outcome of this integrated model is the successful
cultivation of SDG-Quality Student Character, producing a
generation that is globally competent, ethically sound, and
rooted in both Pancasila values and progressive Islamic
teachings.
Suggestion
To further strengthen the character development model found
in this study, it is recommended that SD Muhammadiyah Plus
Kota Probolinggo establish a formal, measurable impact
assessment system that continuously tracks the longitudinal
development of student character traits, moving beyond
85

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project-based evaluation to quantify the long-term ethical and
social competencies attained by graduates in alignment with
SDG targets. For future research, it is highly suggested to
conduct a comparative study across various educational levels
(e.g., SD, SMP, SMA) within the Muhammadiyah network to
test the transferability and scalability of this integration
model, or to investigate the specific Gotong Royong and
Global Diversity dimensions of P5 across different religious
school platforms to deepen the understanding of value
negotiation in pluralistic educational settings.

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