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All Journal IJEE (Indonesian Journal of English Education) REiD (Research and Evaluation in Education) IJoLE: International Journal of Language Education Jurnal Pengabdian Magister Pendidikan IPA TEKNOSASTIK Jurnal Ilmiah Profesi Pendidikan Jurnal Suluh Pendidikan Journal Evaluation in Education (JEE) Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Journal of English Education Forum (JEEF) Jurnal Pacu Pendidikan Dasar
Santi Farmasari
Program Studi Pendidikan Bahasa Inggris, FKIP Universitas Mataram, Lombok, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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TEACHER AGENCY IN INTEGRATING PANCASILA VALUES INTO ENGLISH LANGUAGE TEACHING: PERSPECTIVES AND CHALLENGES FROM RURAL INDONESIA Santi Farmasari; Desi Herayana; Hartati Suryaningsih; La Ode Alfin Aris Munandar; Aril Eka Rizki; Alzena Aristawidya
Jurnal Suluh Pendidikan Vol 14 No 1 (2026): Maret 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i1.2571

Abstract

This study examines the agency of English teachers in incorporating the Pancasila Student Profile (PSP) values into English Language Teaching (ELT) under Indonesia's Independent Curriculum. Despite the PSP's major role in curriculum reform, there is less understanding of how EFL teachers exert agency in implementing national character education objectives within language teaching methods, especially in rural settings. This qualitative study, informed by the ecological concept of teacher agency, included ten English teachers from five regencies on Lombok Island, Indonesia. Data were gathered through semi-structured interviews, narrative reflections, and document analysis, and were examined using thematic analysis. The findings indicate that instructors viewed PSP integration to assert agency through pedagogical decision-making, multidisciplinary cooperation, and instructional innovation. Nonetheless, their agency was hindered by restricted curricular understanding, inadequate assessment literacy, workload demands, and financial constraints. This study enhances the literature on teacher agency by illustrating how agency is simultaneously facilitated and restricted by personal, structural, and relational factors during curricular reform. The results underscore the necessity for ongoing professional development, collaborative educational environments, and supporting institutional policies to enhance teachers' ability to incorporate national values into English Language Teaching.
Co-Authors Ahmad Junaidi Alzena Aristawidya Amliaya Putri Andra Ade Riyanto Andra Ade Riyanto Anggi Wiraning Palupi Aril Eka Rizki Atri Dewi Aziz Aulia Dwi Amalina Aulia Dwi Amalina Wahab Azza Rabiatul Adawiyah Baharuddin Baharuddin Baharuddin Baharuddin Baharuddin Baharuddin Baiq Chunafa Diza Farhana Baiq Meiranti Eka Putri Desi Herayana Dewi Satria Elmiana Dewi Satria Elmiana Edy Syahrial Erma Zuriatun Euis Zian Safitri Hartati Suryaningsih Henny Soepriyanti Husnul Lail I Gde Kusmananda Satya Narayana Irmawati La Ode Alfin Aris Munandar La Ode Alfin Haris Munandar Lalu Ali Wardana Lalu Ali Wardana Lalu Ali Wardana Lalu Ali Wardana Lalu Muhaimi Lalu Nurtaat Latifha Padlani Mahyuni Mahyuni Mahyuni Mahyuni Mahyuni Muhammad Amin Muhammad Fiqrial Adiyat Muhammad Isnaini Muhammad Ramadhan Muliati Nur Asia Nurachman Hanafi Nurfitriani Putera, Lalu Jaswadi Silvia Eka Safitri Sumaiyah Thohir, Lalu Untung Waluyo Vania Madeline Sayuna Wisha Aulia Sari Yuni Budi Lestari Yusril Aditia Zidni Hidayatul Fitri Zulfa Aulia Hasni