<![CDATA[ABSTRACT Moral degradation among students, including declining politeness, tolerance, and social responsibility due to the influence of globalization and digitalization, highlights the need to strengthen Pancasila values as a foundation for social ethics. This study aimed to analyze the implementation, supporting and inhibiting factors, and impacts of strengthening Pancasila values on students’ social ethics at SMP Negeri 3 Sitolu Ori. The study employed a descriptive qualitative approach based on Lickona’s character education theory, encompassing moral knowing, moral feeling, and moral action, as well as value internalization theories proposed by Kohlberg, Krathwohl-Bloom-Masia, Rokeach, and Bandura. Data were collected through in-depth interviews with seven informants selected using purposive sampling, consisting of the principal, a Pancasila Education teacher, and five students, as well as participatory observation and documentation. Data were analyzed through data reduction, presentation, and conclusion drawing, with source triangulation to ensure credibility. The findings showed that Pancasila values were strengthened through intracurricular learning, co-curricular and extracurricular activities, and school culture habituation. Supporting factors included teacher role modeling and the flexibility of the Merdeka Curriculum, while inhibiting factors included peer influence and gadget use outside school. This strengthening positively affected students’ discipline, social concern, honesty, and mutual respect, although the achievements developed gradually and varied among students. The study recommends continuous reinforcement of Pancasila value habituation and further research across different educational levels and contexts. ABSTRAK Degradasi moral peserta didik, seperti menurunnya sopan santun, toleransi, dan tanggung jawab sosial akibat pengaruh globalisasi dan digitalisasi, mendorong perlunya penguatan nilai-nilai Pancasila sebagai fondasi etika sosial. Penelitian ini bertujuan menganalisis implementasi, faktor pendukung dan penghambat, serta dampak penguatan nilai-nilai Pancasila terhadap etika sosial peserta didik di SMP Negeri 3 Sitolu Ori. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teori pendidikan karakter Lickona yang mencakup moral knowing, moral feeling, dan moral action, serta teori internalisasi nilai dari Kohlberg, Krathwohl-Bloom-Masia, Rokeach, dan Bandura. Data dikumpulkan melalui wawancara mendalam dengan tujuh informan yang dipilih secara purposive sampling, terdiri atas kepala sekolah, guru PPKn, dan lima peserta didik, serta observasi partisipatif dan dokumentasi. Data dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan dengan triangulasi sumber. Hasil penelitian menunjukkan bahwa penguatan nilai-nilai Pancasila dilaksanakan melalui pembelajaran intrakurikuler, kegiatan kokurikuler dan ekstrakurikuler, serta pembiasaan budaya sekolah. Faktor pendukung meliputi keteladanan guru dan fleksibilitas Kurikulum Merdeka, sedangkan faktor penghambat berupa pengaruh pergaulan dan penggunaan gawai di luar sekolah. Penguatan tersebut berdampak positif terhadap kedisiplinan, kepedulian sosial, kejujuran, dan sikap saling menghargai, meskipun pencapaiannya bertahap dan bervariasi. Penelitian merekomendasikan penguatan pembiasaan nilai Pancasila secara berkelanjutan dan penelitian lanjutan pada jenjang serta konteks yang lebih beragam.]]>
