<![CDATA[Pancasila serves as the foundation of the Indonesian state and plays an important role in developing students’ character from an early age. However, its implementation among elementary school students has not been fully optimal. Initial observations at SDN Bandungrejosari 3 Malang indicated that some fourth-grade students had not consistently demonstrated discipline, responsibility, and active participation in classroom deliberations. This study aimed to describe the implementation of Pancasila values among fourth-grade students, identify their forms of application, and examine the supporting and inhibiting factors. This research employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation involving the fourth-grade homeroom teacher and students. Data analysis included data collection, reduction, presentation, and conclusion drawing. The findings revealed that the value of Belief in the One and Only God was implemented through prayer and religious tolerance. Humanity was reflected in honesty, politeness, empathy, and helping others. Unity was demonstrated through cooperation and mutual assistance, while Democracy was practiced through classroom discussions and opportunities to express opinions. Social Justice was reflected in fair treatment and equal task distribution. The implementation of Pancasila values was supported by teachers’ role modeling, daily habituation, school regulations, and positive teacher–student interactions. However, differences in students’ characteristics, motivation, discipline, responsibility, and self-confidence remained obstacles. Overall, Pancasila values have been integrated into classroom learning and daily school activities, with teachers playing a key role in strengthening students’ character through consistent guidance, example, and habituation. Keywords: Pancasila Values, Character Education, Elementary School Students. ABSTRAK Pancasila sebagai dasar negara berperan penting dalam membentuk karakter peserta didik sejak pendidikan dasar. Namun, penerapan nilai-nilai Pancasila di sekolah belum sepenuhnya terlaksana secara konsisten. Hasil observasi awal di SDN Bandungrejosari 3 Malang menunjukkan bahwa sebagian siswa kelas IV masih mengalami kendala dalam menerapkan nilai kedisiplinan, tanggung jawab, dan partisipasi dalam kegiatan musyawarah. Penelitian ini bertujuan mendeskripsikan implementasi nilai-nilai Pancasila pada siswa kelas IV, mengidentifikasi bentuk penerapannya, serta menganalisis faktor yang mendukung dan menghambat pelaksanaannya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Informan penelitian terdiri atas wali kelas IV dan siswa kelas IV. Analisis data dilakukan melalui tahap pengumpulan, reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa nilai Ketuhanan Yang Maha Esa diterapkan melalui pembiasaan berdoa dan sikap toleransi. Nilai Kemanusiaan diwujudkan dalam perilaku jujur, sopan, peduli, dan saling membantu. Nilai Persatuan tercermin melalui kerja sama dan gotong royong, sedangkan nilai Kerakyatan diterapkan melalui musyawarah dan pemberian kesempatan kepada siswa untuk menyampaikan pendapat. Nilai Keadilan Sosial terlihat dari perlakuan yang adil serta pembagian tugas secara merata. Implementasi nilai-nilai tersebut didukung oleh keteladanan guru, pembiasaan, tata tertib sekolah, serta kerja sama antara guru dan siswa. Adapun hambatan yang ditemui meliputi perbedaan karakter, motivasi, kedisiplinan, tanggung jawab, dan keberanian siswa dalam berpendapat. Secara keseluruhan, implementasi nilai-nilai Pancasila telah terintegrasi dalam pembelajaran dan kehidupan sehari-hari di sekolah serta diperkuat melalui pembiasaan dan pendampingan guru secara berkelanjutan. Kata Kunci: Nilai-Nilai Pancasila, Pendidikan Karakter, Siswa Sekolah Dasar.]]>
