<![CDATA[This study aims to describe the strategies of Civic Education (PPKn) teachers in integrating learning media based on Pancasila values in Grade VII of SMP Negeri 7 Samarinda. The research adopted a descriptive qualitative design. Informants were selected using a purposive sampling technique, consisting of one PPKn teacher as the key informant and six seventh-grade students as supporting informants. Data collection was carried out through structured observation, semi-structured interviews, and documentation studies. Data analysis followed the interactive condensation model, with validity examined through source, technique, and time triangulation. The results revealed that integration strategies progressed through four stages: lesson planning, media selection, classroom implementation, and learning evaluation. The internalization of Pancasila values was achieved incrementally across moral knowing, moral feeling, and moral action dimensions. Key barriers regarding digital infrastructure and instructional time were resolved through alternative media utilization and reflective dialogues. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan strategi guru Pendidikan Pancasila dan Kewarganegaraan (PPKn) dalam mengintegrasikan media pembelajaran berbasis nilai-nilai Pancasila di kelas VII SMP Negeri 7 Samarinda. Pendekatan yang digunakan adalah kualitatif deskriptif. Pemilihan informan dilakukan melalui teknik purposive sampling, yang terdiri atas satu guru PPKn sebagai informan kunci dan enam peserta didik kelas VII sebagai informan pendukung. Pengumpulan data dilaksanakan melalui observasi terstruktur, wawancara semi-terstruktur, dan studi dokumentasi. Analisis data menerapkan model kondensasi interaktif Miles dan rekannya, sedangkan keabsahan data diperiksa melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian mengungkapkan bahwa strategi integrasi berlangsung melalui empat tahapan, yakni perencanaan, penyeleksian media, implementasi kelas, dan evaluasi hasil belajar. Internalisasi nilai Pancasila tercapai secara bertahap melalui dimensi pengetahuan moral (moral knowing), perasaan moral (moral feeling), dan tindakan moral (moral action). Hambatan utama berupa fasilitas penunjang digital dan alokasi waktu diatasi dengan pemanfaatan media alternatif serta dialog reflektif. ]]>
