<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan implementasi Projek Penguatan Profil Pelajar Pancasila (P5) dalam pembelajaran karakter pada siswa inklusi di SD Negeri Unggulan Mongisidi I Makassar dan mendeskripsikan faktor penghambat implementasi P5 terhadap pembelajaran karakter pada siswa inklusi di sekolah tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian meliputi kepala sekolah, guru kelas IV, dan guru pendamping khusus. Teknik pengumpulan data meliputi observasi, wawancara mendalam, dan studi dokumentasi. Data dianalisis dengan reduksi data, penyajian data, dan penarikan kesimpulan. Teknik pemeriksaan keabsahan data menggunakan triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa P5 berhasil menanamkan nilai-nilai karakter seperti tanggung jawab, jujur, dan disiplin pada siswa berkebutuhan khusus. Bantuan guru pendamping memudahkan penilaian terhadap karakteristik siswa inklusi. P5 memberikan kesempatan bagi siswa untuk meningkatkan pengetahuan dan pembentukan karakter mereka. Faktor penghambat implementasi P5 meliputi kurangnya pemahaman guru tentang P5, lingkungan belajar yang belum optimal, keterbatasan waktu dalam alokasi jam pelajaran, dan kesulitan dalam penilaian karakter siswa inklusi. This study aims to: 1) Describe the implementation of the Strengthening the Pancasila Student Profile (P5) project in character education for inclusive students at SD Negeri Unggulan Mongisidi I Makassar, and 2) Identify the factors hindering the implementation of P5 in character education for inclusive students at the school. This research uses a qualitative approach with a case study design. The subjects of the study include the school principal, grade IV teachers, and special needs assistants. Data collection techniques include observation, in-depth interviews, and document analysis. Data were analyzed using data reduction, data presentation, and conclusion drawing. Data validity was ensured through technique and source triangulation. The results of the study indicate that P5 successfully instilled character values such as responsibility, honesty, and discipline in special needs students. The support from special needs assistants facilitated the assessment of the unique characteristics of inclusive students. P5 provided opportunities for students to enhance their knowledge, which played a crucial role in character formation. Factors hindering the implementation of P5 include teachers' lack of understanding of P5, an environment not fully conducive to character development, limited time for lesson allocation, and difficulties in assessing the character of inclusive students.]]>
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