This study examines how the Pancasila Student Profile (P-5) is implemented through Indonesia's Merdeka Curriculum in Surabaya's primary and secondary schools, contributing to the achievement of SDG 4 (Quality Education). Using a qualitative design, data were collected from 25 schools between January and May 2024 through questionnaires, interviews, observations, and document analysis. Thematic analysis revealed substantial variation in P-5 implementation across schools, influenced by educational level, socioeconomic background, territorial context, and funding sources. Primary schools emphasized character formation, junior high schools focused on creativity and entrepreneurship, while senior high schools integrated technological innovation and digital literacy. Wealthier schools implemented resource-intensive projects, whereas disadvantaged ones relied on local and recycled materials. Major challenges included insufficient teacher training, resource limitations, and uneven parental involvement. However, schools mitigated these issues through workshops, inclusive communication, flexible scheduling, and community collaboration. Differences in engagement among teachers, students, and parents highlighted the need for participatory approaches and sustained professional support. The findings demonstrate that P-5 implementation embodies both innovation and inequality, revealing the Merdeka Curriculum's adaptability to local contexts while underscoring systemic gaps in capacity and equity. Strengthening teacher competence and stakeholder collaboration is essential for realizing sustainable, inclusive education in Indonesia. • Schools implement P5 to strengthen the Pancasila Student Profile. • Implementation faces resource, training, and assessment challenges. • Schools adopt varied strategies to sustain P5 activities. • P5 supports character building aligned with SDG 4 goals. • Findings offer guidance for improving P5 practices in urban schools.
Harjanti et al. (2026) studied this question.