<![CDATA[This study examines the implementation of the akhlak kepada manusia (morality toward others) character element within Indonesia's Pancasila Student Profile (P5) program across eight Sekolah Penggerak elementary schools in Yogyakarta City. A concurrent embedded mixed-methods design guided by Stake's Countenance model combined questionnaires across all eight schools with document analysis and interviews with principals, coordinators, and teachers at five purposively selected schools. The findings revealed at antecedents, strong collective cohesion (78.1%) paradoxically weakens teachers' instructional agency, evident in inadequate assessment-design documentation (40%); at transactions, teachers offset these deficits through improvisational pedagogy, producing an instructional decoupling between written plans and classroom practice; and at outcomes, a perfect compliance score (100%) reflects administrative performance rather than genuine instructional quality, even as students show measurable empathetic growth through local-wisdom-based experiential projects. This study reveals that institutional cohesion can undermine individual pedagogical agency. This paradox has not been documented in previous P5 evaluation research. Internalization of character depends on the teacher's ability to create authentic social learning opportunities through learning spaces that go beyond the application of a textual curriculum. Supervision policies need to be directed at direct observation of authentic learning practices, not just at auditing document completeness.]]>
