Project Management Relationship Patterns Strengthening Pancasila Student Profiles and Extracurriculars in Developing Student Character: Pola Hubungan Manajemen Projek Penguatan Profil Pelajar Pancasila dan Ekstrakurikuler Dalam Pengembangan Karakter Siswa

Muhammad Dimas Bagus Nurmuzzayyin (Program Studi Manajemen Pendidikan Islam, Universitas Muhammadiyah Sidoarjo)
Hana Catur Wahyuni (Program Studi Manajemen Pendidikan Islam, Universitas Muhammadiyah Sidoarjo)

Indonesian Journal of Innovation Studies
Vol. 27 No. 1 (2026): January

General Background Educational institutions implement various programs such as intracurricular and extracurricular activities to educate, foster, and build positive habits for students. Specific Background The independent curriculum introduces the Pancasila Student Profile Strengthening Project (P5) program alongside extracurricular activities to shape student character across planned dimensions. Knowledge Gap Although schools manage intracurricular and extracurricular systems, poor communication, consultation, and coordination among staff, coaches, trainers, and student organization members often obstruct program goals. Aims This literature review aims to explain the management relationship pattern between the Pancasila Student Profile Strengthening Project and extracurricular activities to support student character development. Results The findings indicate that management relationship patterns operate through lines of instruction, coordination, and consultation involving principals, teachers, homeroom teachers, and student organizations (OSIS). Novelty This study consolidates literature from 2021-2023 to map out specific management patterns—such as coordinator-facilitator teams and block-system scheduling—linking project management with extracurricular structures. Implications Implementing periodic monitoring and evaluation ensures that these management relationship patterns function effectively as instruments for student character development. Highlights: Project management patterns link intracurricular and extracurricular frameworks through structured lines of instruction, coordination, and consultation among all involved stakeholders. Character formation requires systematic monitoring and evaluation over specific timeframes to ensure program execution matches institutional expectations. Collaborative school management involves principals, teachers, homeroom teachers, and student organization members to cultivate student discipline and noble character. Keywords: Management pattern, P5, Extracurricular, Character, School management