Independent Learning Curriculum Management to Strengthen the Pancasila Student Profile at Sekolah Indonesia Makkah Senior High School

Abstract

This study analyzes the management of the Independent Curriculum in strengthening the Pancasila Student Profile at Sekolah Indonesia Makkah Senior High School. A qualitative field-research approach was employed. Data were collected through interviews, observation, and documentation and analyzed using the Miles, Huberman, and Saldana model through data condensation, data display, and conclusion drawing. The findings show that curriculum planning is conducted systematically through teacher training, school-condition analysis, operational curriculum development, curriculum coordination, and P5 project planning. Implementation is carried out through differentiated learning and a filmmaking project that integrates the six dimensions of the Pancasila Student Profile: faith and noble character, global diversity, mutual cooperation, independence, critical reasoning, and creativity. Supporting factors include teacher competence, leadership support, facilities, and a collaborative school culture, while constraints involve differentiated-learning understanding, administrative workload, project readiness, and uneven student motivation. The study highlights the importance of systematic, participatory, flexible, and sustainable curriculum management in promoting student-centered learning, character formation, and twenty-first-century competencies.