Exploring the implementation of Pancasila Students Profile in the Reading Section of English Text Book The English for Nusantara

Abstract

Character education has received increased attention in recent years, notably in Indonesia, where the incorporation of national values into formal education has become a strategic objective.  In response, the Ministry of Education established the Pancasila Student Profile, which includes six Pancasila values: faith and devotion to God Almighty, global diversity, collaboration, independence, critical thinking, and creativity.  While textbooks are key tools for communicating these principles, few research have examined how the values are mirrored directly in the reading portions of EFL materials, particularly at the junior secondary level.  This research looks at the extent to which the six Pancasila ideals are entrenched in the reading passages of the English for Nusantara Grade VIII textbook. Reading materials were classified thematically using official indicators and then examined for contextual relevance and depth using a qualitative content analysis technique. The findings show that all six values are present, but in variable amounts, with collaboration and critical thinking being the most prominent, while faith and devotion to God Almighty being severely underrepresented. The findings demonstrate the potential of reading materials as character development aids, but they also expose weaknesses in value integration and framing. It is argued that a more balanced and clear approach is required to maximize the textbook's role as both a moral and linguistic resource. These findings imply that textbook developers should ensure a more equitable distribution of values across reading texts, especially those that are frequently overlooked.  Teachers are also invited to lead student conversations that help them analyze and reflect on the ideals embodied in the readings.  Furthermore, curriculum designers could consider offering more specific directions to improve value integration through reading passages in English textbooks.