<![CDATA[This study aims to analyze the implementation of the Pancasila Student Profile at SDN 17 Peusangan, Bireuen Regency, and to identify the supporting and inhibiting factors affecting its implementation. This research employed a qualitative descriptive approach with a case study design. The research subjects consisted of the principal, teachers, and fifth-grade students. Data were collected through observations, interviews, and documentation, then analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Pancasila Student Profile has been integrated into classroom learning activities, school culture, and extracurricular programs. The implementation is reflected in students' religious practices, cooperation, independence, critical thinking, creativity, and appreciation of diversity. Supporting factors include the commitment of school leaders, teacher participation, and school culture, while the main obstacles are limited facilities, insufficient instructional time, and varying levels of teacher understanding regarding the implementation of the Pancasila Student Profile. Overall, the implementation has contributed positively to strengthening students' character in accordance with the objectives of the Merdeka Curriculum. Keywords: Pancasila Student Profile, Character Education, Qualitative Study Penelitian ini bertujuan untuk menganalisis implementasi Profil Pelajar Pancasila di SDN 17 Peusangan Kabupaten Bireuen serta mengidentifikasi faktor pendukung dan penghambat dalam pelaksanaannya. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian meliputi kepala sekolah, guru, dan siswa kelas V. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Profil Pelajar Pancasila telah diterapkan melalui kegiatan pembelajaran, budaya sekolah, dan kegiatan ekstrakurikuler. Implementasi tersebut terlihat pada pembiasaan berdoa, kerja sama, sikap mandiri, kemampuan berpikir kritis, kreativitas, serta penghargaan terhadap keberagaman. Faktor pendukung implementasi meliputi komitmen kepala sekolah, peran aktif guru, dan budaya sekolah yang kondusif. Adapun faktor penghambat meliputi keterbatasan sarana prasarana, keterbatasan waktu pembelajaran, serta perbedaan pemahaman guru mengenai implementasi Profil Pelajar Pancasila. Secara keseluruhan, implementasi Profil Pelajar Pancasila memberikan kontribusi positif terhadap penguatan karakter peserta didik sesuai dengan tujuan Kurikulum Merdeka. Kata Kunci: Profil Pelajar Pancasila, Pendidikan Karakter, Penelitian Kualitatif]]>
