<![CDATA[The implementation of Pancasila values among students still faces various challenges. Based on initial observations at SMP Negeri 3 Sitolu Ori, some students still demonstrate behaviors that do not reflect Pancasila values, such as being less tolerant of differences in opinion, being dishonest when completing assignments, showing low enthusiasm for mutual cooperation, and showing insufficient respect for teachers and peers. This study aims to describe teachers’ strategies for instilling Pancasila values, identify supporting and inhibiting factors, and analyze teachers’ efforts to overcome these obstacles. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation involving the principal, Pancasila and Civic Education teachers, and students as informants. The results showed that teachers instilled Pancasila values through discussions, question-and-answer activities, case examples, role modeling, learning media, and habituation. Supporting factors included the principal’s support, school culture, teacher role modeling, learning media, and student involvement. Inhibiting factors included differences in students’ characteristics, limited time, uneven learning motivation, suboptimal parental involvement, and the influence of the social environment and social media. Teachers addressed these obstacles through continuous guidance, personal approaches, adjustments to learning methods, and collaboration with homeroom teachers and parents. The study concludes that contextual, active, and consistent learning strategies help students understand, internalize, and apply Pancasila values in everyday life.]]>
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