<![CDATA[this research aims to explain how this research aims to describe the implementation of the Pancasila Student Profile in History learning at SMKN 57 Jakarta, determine the impact of implementing the Pancasila Student Profile in History learning at SMKN 57 Jakarta, and describe the obstacles teachers face in implementing the profile. Pancasila students were studying History at SMKN 57 Jakarta. The method used in this research is qualitative. The data used as research sources are interviews, observations, and documents on teacher learning tools and student assignments. The data obtained was then analyzed using triangulation techniques and data interpretation. The results of this research show that at the planning stage, history teachers choose the dimensions of the Pancasila student profile that will be integrated into learning tools, namely teaching modules. At the implementation stage, the history teacher will carry out the process of implementing the Pancasila student profile through steps in learning activities. In the assessment stage, the history teacher assesses the form of observations and fills in a rubric. The obstacles experienced by history teachers in implementing the Pancasila student profile in history learning include the teaching load, dense teaching materials, differences in student characteristics, lack of training and socialization regarding the implementation of the Pancasila student profile in extracurricular activities, students who take part in many school activities In history class. The lack of training for teachers regarding the implementation of the Pancasila student profile in learning activities is a serious obstacle for history teachers]]>
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