Functional-Systemic Integration of the Pancasila Student Profile in Sociology Textbooks: A Systematic Content Analysis
This study critically examines the representation of the six dimensions of the Pancasila Student Profile in the Grade XI Sociology textbook developed under Indonesia’s Merdeka Curriculum. Recognizing textbooks as important mediators between curriculum policy and classroom learning, the study investigates how character values are embedded within sociological content and pedagogical activities. Using Philipp Mayring’s qualitative content analysis, 93 coded units comprising textual narratives, student activities, case studies, visual materials, assessments, and reflection sections were analyzed across all textbook chapters. The analysis focused on integrating moral, social, and intellectual values within sociological learning. The findings show that all six dimensions faith and noble character, global diversity, collaboration, independence, critical reasoning, and creativity are represented, although their distribution is uneven. Critical reasoning is the most prominent dimension (50.5%), followed by collaboration (21.5%) and global diversity (16.1%), while creativity, faith and noble character, and independence appear more selectively. Critical reasoning is primarily embedded in data interpretation, social inquiry, conflict analysis, and evidence-based evaluation, whereas collaboration is predominantly represented through group research and collective social-action tasks. These patterns indicate that the textbook integrates character education with sociological inquiry by encouraging learners to connect everyday social experiences with broader social structures, reflecting the logic of sociological imagination. Global diversity is substantially represented through multiculturalism, inclusion, social justice, and social harmony; however, its global orientation remains comparatively limited because transnational interaction and global citizenship receive less explicit attention. The study concludes that the textbook provides a broad but differentiated integration of Pancasila values within sociological learning. The findings imply the need to strengthen global citizenship perspectives, self-regulation, ecological ethics, and balanced representation of the six dimensions in future textbook development and Sociology teaching practices.
Keywords: Pancasila student profile, Sociology textbook, Merdeka curriculum, Sociological imagination; Character education.
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