Integrating the Pancasila Student Profile Into Islamic Religious Education Through the TOAS LAMPIT Project

Abstract

This qualitative study examines the integration of the Pancasila Student Profile into Islamic Religious Education learning through the Project for Strengthening the Pancasila Student Profile (P5) based on Family Medicinal Plants in Small Spaces (TOAS LAMPIT) at SDN 01 Rejang Lebong. Using a descriptive qualitative design with an embedded single-case framework, data were collected through passive participant observation, semi-structured interviews, and document analysis involving Islamic Religious Education teachers, the P5 coordinator, the school principal, and fourth-grade students. The findings indicate that the integration of Islamic Religious Education and the five dimensions of the Pancasila Student Profile was reflected in intracurricular and co-curricular learning activities through contextual tasks, collaborative practices, and student reflection. Observations and participant accounts also indicated patterns of ecological awareness, personal responsibility, social collaboration, and reflective problem-solving during the implementation of the TOAS LAMPIT project. From an Islamic educational perspective, these practices provided a contextual setting for connecting the concepts of Tarbiyah, Ta'dib, Akhlaq, and Fiqh al-Bi'ah with students' everyday learning experiences. The study also identified practical challenges related to limited instructional time and restricted planting space, which were addressed through blended project learning, vertical gardening, and portfolio-based journaling. These findings suggest educational possibilities for integrating Islamic Religious Education values with environmental and character education through contextually grounded project activities.