Integrating Pancasila Values in Elementary Civic Education: A Qualitative Study of Teachers in Lampung Province

Abstract

The integration of Pancasila values into Civic Education (PKn) instruction at the elementary level is a critical yet under-examined dimension of moral formation in Indonesian education. This study aimed to investigate teachers' conceptual understanding of Pancasila values, the instructional strategies employed to integrate those values into daily learning, the assessment practices used to evaluate character development, and the challenges encountered during implementation. A qualitative mini-research design was adopted, employing in-depth semi-structured interviews with three classroom teachers from SDN 01 Negara Mulya (Way Kanan), SDN 10 Krui (Pesisir Barat), and MIN 1 Lampung Barat, selected through purposive sampling. Data were collected in March 2026 and analyzed using descriptive qualitative analysis. Findings indicate that teachers conceptualize Pancasila values as living behavioral norms rather than academic content, and integrate them through experiential methods including cooperative learning, role-playing, and storytelling. Assessment relied on direct behavioral observation, though standardized instruments were absent. Key challenges included students' difficulty with abstract concepts and inconsistent family support. The study concludes that meaningful progress has been made at the instructional level; however, systemic reinforcement through school policy, standardized assessment tools, teacher training, and family–school collaboration remains essential