<![CDATA[The Independent Curriculum requires schools to connect academic achievement with character development through the Pancasila Student Profile. In practice, Islamic Religious Education (PAI) teachers employ varied approaches, yet these practices have not been comprehensively documented. This study identifies the strategies used by PAI teachers to reinforce the Pancasila Student Profile and examines their relationship with students’ character development. A qualitative case study design was employed at an Islamic senior high school. Data were gathered through observations, interviews, and document review, and were interpreted using an interactive analytical model. The findings indicate that teachers linked PAI content with Pancasila values, employed participatory learning, modeled expected conduct, established religious routines, engaged families, and facilitated P5 activities. These interconnected practices were reflected in stronger worship discipline, social concern, cooperation, independence, critical reasoning, and respect for differences. The effectiveness of the Pancasila Student Profile was shaped primarily by continuity among classroom instruction, teacher conduct, and habituation within the school culture. The findings provide a basis for schools to design a more integrated approach to character education when implementing the Independent Curriculum.]]>
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