<![CDATA[This research is motivated by the fundamental role of Pancasila Education in shaping national character from an early age, particularly at the elementary school level, and its relevance in the context of the Independent Curriculum. The need to contextually integrate Pancasila values ??in religious-based schools prompted this study. The focus of the research is to analyze the development and implementation of the Pancasila Education curriculum for grade 1 at Rumah Quran Al Ummah Elementary School. Using descriptive qualitative methods, data was collected through observations and interviews to explore learning practices. The research stages included a preliminary study, data collection on curriculum implementation, data analysis, and report preparation. Key findings indicate that the learning was designed in a student-centered and applicable manner, integrating Pancasila values ??through a variety of methods such as interactive lectures, discussions, case studies, role-playing, and projects. Evaluation was conducted holistically (cognitive, affective, and psychomotor). It was concluded that this contextual and experience-oriented approach effectively strengthens the profile of Pancasila learners. The study recommends a responsive curriculum development model that can be replicated in other religious-based elementary schools. ABSTRAKPenelitian ini dilatarbelakangi oleh peran fundamental Pendidikan Pancasila dalam membentuk karakter bangsa sejak dini, khususnya di tingkat sekolah dasar, dan relevansinya dalam konteks Kurikulum Merdeka. Adanya kebutuhan untuk mengintegrasikan nilai-nilai Pancasila secara kontekstual di sekolah berbasis keagamaan mendorong studi ini. Fokus penelitian adalah menganalisis tata laksana pengembangan dan implementasi kurikulum Pendidikan Pancasila kelas 1 di SD Rumah Quran Al Ummah. Menggunakan metode kualitatif deskriptif, data dikumpulkan melalui observasi dan wawancara untuk mengeksplorasi praktik pembelajaran. Tahapan penelitian meliputi studi pendahuluan, pengumpulan data implementasi kurikulum, analisis data, dan penyusunan laporan. Temuan utama menunjukkan bahwa pembelajaran dirancang secara student-centered dan aplikatif, mengintegrasikan nilai Pancasila melalui metode variatif seperti ceramah interaktif, diskusi, studi kasus, bermain peran, dan proyek. Evaluasi dilakukan secara holistik (kognitif, afektif, psikomotorik). Disimpulkan bahwa pendekatan yang kontekstual dan berorientasi pengalaman ini efektif memperkuat profil pelajar Pancasila. Penelitian merekomendasikan model pengembangan kurikulum responsif yang dapat direplikasi di sekolah dasar berbasis keagamaan lainnya.]]>
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