Implementation of the “Seven Habits of Great Indonesian Children” Movement in the Merdeka Curriculum as a Companion to the Pancasila Student Profile Strengthening Project (P5) in Elementary Schools in Takalar Regency

Abstract

This study aims to analyze the implementation of the Seven Habits Movement of Great Indonesian Children as a companion to the Pancasila Student Profile Strengthening Project (P5) within the Merdeka Curriculum in elementary schools in Takalar Regency. This research employed a qualitative approach using a field research design. Data were collected through observation, interviews, and documentation involving school principals and fifth-grade teachers as research informants. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source, technique, and time triangulation. The results show that the implementation of the Seven Habits Movement of Great Indonesian Children in elementary schools in Takalar Regency is carried out through three main stages: planning, implementation, and evaluation. The planning stage is conducted through coordination meetings between the principal, facilitator team, and teachers to arrange activity schedules, determine P5 project themes, and design habituation strategies integrated into intracurricular, cocurricular, and extracurricular activities. The implementation stage is carried out through routine habituation activities such as Pagi Ceria (Morning Cheerful Activities), morning exercises, and the integration of the seven habits into learning activities and P5 projects, monitored using instruments such as teacher journals, student portfolios, and assessment rubrics. The evaluation stage is conducted by analyzing habituation data to identify strengths, weaknesses, and challenges in program implementation as a basis for improvement. Supporting factors for the program implementation include national policy support, the commitment of principals and teachers, the involvement of students and parents, and the availability of school resources. Meanwhile, inhibiting factors include limited learning time, teachers' workload, the initial adaptation process to the program, and uneven parental support. Overall, the implementation of the Seven Habits Movement of Great Indonesian Children as a companion to the Pancasila Student Profile Strengthening Project in elementary schools in Takalar Regency has been well implemented and contributes to strengthening students' character in accordance with Pancasila values.