Construction Of Class Culture Based On Pancasila Values In Teacher Pedagogical Practices In Schools

Abstract

Character-based education based on local values is crucial amidst the challenges of moral degradation and fading national identity in elementary schools. This study aims to analyze the construction of a classroom culture based on Pancasila values through the pedagogical practices of elementary school teachers. The research method used was a qualitative case study at SDN Tangkil 3 Sragen with data collection techniques through observation, in-depth interviews, and documentation involving 28 sixth-grade students. The results showed that teachers integrated Pancasila values holistically through role models, dialogue, and collaborative learning manifested in prayer routines, polite conflict resolution, heterogeneous group work, class deliberations, and a fair assignment system. In addition, classroom culture was reinforced through visual symbols such as the Pancasila Corner and participatory mechanisms through the Aspiration Box, although its effectiveness was still hampered by teachers' administrative burdens and diverse student social dynamics. This study concluded that the construction of a Pancasila-based classroom culture is a dynamic process that requires consistent teacher role models and a contextual pedagogical approach to ensure the internalization of values evenly for all students