<![CDATA[The internalization of Pancasila values is crucial for shaping elementary students' character. However, because instruction remains heavily cognitive, this internalization is often suboptimal. This study aims to describe: (1) the process of internalizing Pancasila values in Pancasila and Civic Education (PPKn), (2) the implementation of an ethnographic approach, (3) supporting school culture, (4) facilitating and inhibiting factors, and (5) the impact on students' behaviors. Employing a qualitative ethnographic design, data were collected through participant observation, in-depth interviews, and document analysis from purposively selected subjects, including the principal, teachers, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, and validity was ensured through triangulation and member checking. The findings reveal that internalization occurs through habituation, role modeling, reflection, discussion, and problem-solving integrated into instruction. The ethnographic approach leverages local culture, traditions, and social environments as contextual learning resources. A positive school culture featuring religious practices, mutual cooperation, and discipline further reinforces these values. Supporting factors include leadership commitment and community participation, while digital media influence and limited time act as barriers. Ultimately, this approach successfully fosters religious attitudes, responsibility, tolerance, discipline, mutual cooperation, and patriotism among students.]]>
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