<![CDATA[This study aims to describe the synergy between classroom teachers and Guidance and Counseling teachers in implementing the Pancasila Student Profile at SD Islam ‘Uluwwul Himmah, identify the supporting and inhibiting factors of the collaboration, and analyze its impact on students' character development. This study employed a qualitative approach using the phenomenological method. Data were collected through in-depth interviews, participant observation, and documentation. The findings indicate that the synergy between classroom teachers and Guidance and Counseling teachers is carried out through communication, coordination, collaboration in character development, evaluation meetings, and cooperation with students' parents. Classroom teachers play a role in instilling the values of the Pancasila Student Profile through classroom learning, exemplary behavior, and habituation activities, while Guidance and Counseling teachers provide counseling services and guidance for students who require special assistance. Supporting factors include the principal's support, effective communication among teachers, religious habituation programs, and regular evaluations. Meanwhile, the inhibiting factors consist of limited coordination time, unequal understanding of Guidance and Counseling services, and differences in students' characteristics. To overcome these obstacles, the school strengthens regular coordination, improves communication among teachers, and involves parents in students' character development. This synergy has a positive impact on students' character, as reflected in improved discipline, responsibility, respect for teachers and peers, cooperation skills, and the practice of religious values, enabling the implementation of the Pancasila Student Profile to be carried out more effectively and sustainably.]]>
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