Upaya Guru PAI dalam Membentuk Karakter Profil Pelajar Pancasila Melalui Kurikulum Merdeka pada Siswa Kelas VII di MTs Muhammadiyah 3 Yanggong

Abstract

This study aims to (1) describe the efforts of PAI teachers in shaping the character of the Pancasila Student Profile in the dimension of faith, fear of God Almighty and noble character through the Independent Curriculum in grade VII students at MTs Muhammadiyah 3 Yanggong, (2) describe the supporting and inhibiting factors of PAI teachers in forming the character of the Pancasila Student Profile in the dimension of faith,  fear of God Almighty and noble character through the Independent Curriculum for grade VII students at MTs Muhammadiyah 3 Yanggong, (3) describe the impact of PAI teachers' efforts in shaping the character of the Panacasila Student Profile on the dimension of faith, fear of God Almighty and noble character through the Independent Curriculum for grade VII students at MTs Muhammadiyah 3 Yanggong. The research method used is a qualitative approach with a case study type. Data collection techniques are carried out through direct observation in the classroom, in-depth interviews with teachers and students, and documentation. The subjects in this study consist of school principals, curriculum officers, PAI teachers, and students. Based on the results of the study, it shows that (1) the efforts of PAI teachers in shaping the character of the Pancasila Student Profile through the Independent Curriculum in grade VII students at MTs Muhammadiyah 3 Yanggong are carried out through habituation of religious activities, teacher examples, strengthening religious values in learning, and cooperation with parents and the community. (2) supporting factors in this effort include teachers' understanding of the Independent Curriculum, the example of all madrasah residents, a religious school environment, and parental support. Meanwhile, the inhibiting factors include teachers' lack of understanding of the implementation of the Independent Curriculum, low motivation and awareness of students, and lack of parental supervision and support. (3) The impact of these efforts is increased discipline, social concern, obedience in worship, and respect for teachers and parents.