The profile of pancasila student through history learning in senior high school

Social deviance among students is closely related to social transformation in society as a result of changes in the times, which bring both positive and negative influences. These changes are often not recognized by students, especially at the high school level. In response to this, the government has formulated the Pancasila Student Profile program to develop students with character and global competence in accordance with the values of Pancasila. This program is integrated into all subjects at school, including history. This study aims to examine how the Pancasila Student Profile is developed through history education at Atikan Sunda Foundation High School in Bandung. The research uses a qualitative approach with a naturalistic inquiry method through direct observation and in-depth analysis of the learning process. Data was collected through semi-structured interviews with history educators, students, and school officials, non-participatory observation, and documentation of ATP, teaching modules, and student activities. Data analysis was conducted through reduction, presentation, and conclusion drawing. Data validity was ensured through triangulation of sources and member checking. The research findings indicate that history education is implemented through three stages: introductory activities, core activities, and concluding activities, all carried out in a meaningful manner. History education successfully developed the Pancasila Student Profile, as evidenced by the dimensions demonstrated by students, such as having faith and reverence toward God Almighty, noble character, critical thinking, independence, cooperation, and global diversity.