<![CDATA[The implementation of the Merdeka Curriculum in Indonesian madrasahs emphasizes character education through the Projek Penguatan Profil Pelajar Pancasila dan Rahmatan Lil Alamin (P5RA). This study examines the synergy between managerial and pedagogical strategies in implementing P5RA at MTs Negeri 3 Klaten during the 2024/2025 academic year. This research employed a qualitative case study approach. Data were collected through interviews, observations, and documentation involving the principal, vice principals, the P5RA coordinator, administrative staff, school committee representatives, students, and parents. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while data validity was ensured through source and method triangulation. The findings reveal that the successful implementation of P5RA was supported by the integration of managerial leadership and pedagogical practices. The principal played a strategic role in project planning, team organization, resource allocation, teacher capacity development, and stakeholder collaboration. Teachers implemented project-based learning, guided reflection, collaborative learning, and role modeling to facilitate the internalization of character values among students. The implementation of P5RA contributed to strengthening students’ religious moderation, responsibility, tolerance, social awareness, and collaborative skills. Furthermore, the inclusive and religious culture of the madrasah reinforced the internalization of values such as tawassuth (moderation) and tasamuh (tolerance) in students’ daily lives. This study contributes to the literature by proposing an integrative model that links managerial leadership and pedagogical practices in the implementation of P5RA to strengthen character education within Islamic secondary education institutions.]]>
