CLASSROOM-BASED PANCASILA CHARACTER EDUCATION FOR SUSTAINABLE DEVELOPMENT IN RURAL TROPICAL PRIMARY SCHOOLS

Abstract

This study aims to explore the implementation of classroom-based Pancasila character education in rural primary schools as a strategic approach to sustainable human development in tropical communities. A qualitative descriptive method was used, with data collected through classroom observations, in-depth interviews with teachers and principals, and document analysis of lesson plans and character education materials. Data were analyzed manually through thematic coding using data reduction, data display, and conclusion drawing techniques. The findings show that classroom-based character education practices are contextually integrated with local wisdom and community culture. Pancasila values such as mutual cooperation, nationalism, and religious tolerance are applied through storytelling, collaborative projects, and reflective dialogues. Despite limited infrastructure and resources, schools demonstrate innovative approaches in fostering students’ moral and civic competencies. This study contributes to the fields of education and sustainable development by emphasizing the importance of contextual character education in shaping responsible, community-oriented individuals. The integration of national ideology with locally grounded pedagogical strategies proves effective in supporting character development and social sustainability in rural tropical areas.