<![CDATA[Integrating national character values into faith-based education is critical for fostering civic competencies alongside moral grounding in primary schools. This study aims to analyze the implementation of Islamic Religious Education (PAI) integrated with the Pancasila Student Profile at SDN 101921 Beringin, including its operational strategies, challenges, and solutions. Utilizing a qualitative single-case study design, data were collected from the school principal and PAI teachers through semi-structured interviews, classroom observations, and document analysis, then analyzed using the interactive qualitative model of data collection, condensation, display, and verification. The results indicate that the Pancasila Student Profile is systematically embedded across instructional planning, classroom execution, and evaluation through routine religious practices, active teacher modeling, contextual discussions, cooperative group work, and school-wide culture. Major implementation challenges including teachers' initial limited understanding of profile integration, diverse student personalities, and resource constraints were addressed through principal-led policy support, academic supervision, and Teacher Learning Communities (Kombel). This integrated approach significantly improved students' religious attitudes, mutual cooperation (gotong royong), independence, responsibility, and active engagement. It is concluded that PAI instruction integrated with the Pancasila Student Profile provides an effective framework for cultivating holistic character in primary education, demonstrating how faith-based instruction can directly support national civic goals]]>
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