From Policy Text to School Practice: Curriculum Coherence in Strengthening the Pancasila Student Profile in an Indonesian Primary School

The Merdeka Curriculum places the Pancasila Student Profile at the core of character education, yet its strengthening often remains confined to routine activities. This study analysed curriculum coherence, that is, the alignment of planning documents, instructional practice, and assessment, in strengthening the profile at a public primary school near Indonesia's new capital. This qualitative case study drew on [n] documents, semi-structured interviews with [n] participants, and limited observation, analysed thematically. The findings show that (1) curriculum documents were aligned with national policy but emphasised administrative compliance; (2) profile values were visible in school culture but rarely articulated explicitly in learning objectives; and (3) alignment among objectives, activities, and assessment was partial because character assessment lacked rubrics. The study proposes the notion of a symbolic–substantive gap and recommends mapping profile dimensions into learning objectives, developing character rubrics, and providing teacher professional development.