Strategi Guru PAI Mengintegrasikan Profil Pelajar Pancasila dan Profil Pelajar Rahmatan lil ‘Alamin

Abstract

This study aims to analyze the strategies employed by Islamic Education (PAI) teachers in integrating the Profile of Pancasila Students and the Profile of Rahmatan lil ‘Alamin Students within the learning process at school. The research focuses on three main aspects: teachers’ instructional planning strategies, the implementation of value integration during classroom activities, and the supporting and inhibiting factors influencing the process. This research employs a qualitative approach using a case study design. Data were collected through observations, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion-drawing techniques. The findings indicate that PAI teachers implement integrative strategies by developing value-based teaching modules, applying role-modeling approaches, and utilizing active learning methods such as group discussions, case studies, and social-action projects. The implementation is reflected in learning activities that emphasize tolerance, empathy, cooperation, and an understanding of Islamic teachings rooted in universal, peaceful values. Supporting factors include teacher commitment, school leadership support, a religiously conducive school environment, and the flexibility of the Merdeka Curriculum. Meanwhile, inhibiting factors involve limited instructional time, varied student characteristics, and insufficient training for teachers regarding the integration of these character profiles. Overall, the study concludes that the integration of the Pancasila Student Profile and the Rahmatan lil ‘Alamin Student Profile can be effectively carried out through well-planned, contextual, and continuous pedagogical strategies. This integration contributes significantly to shaping students who are religious, humanistic, moderate, and grounded in national values.