IMPLEMENTASI PROJEK PENGUATAN PROFIL PELAJAR PANCASILA DALAM KURIKULUM MERDEKA PADA PEMBENTUKAN PERILAKU SOSIAL SISWA SMAN 24 KABUPATEN TANGERANGRAHMAH NURKHAFIDAHauthorThis study aims to describe the implementation of the Strengthening of the Pancasila Student Profile Project (P5) in the 2024/2025 academic year and to identify its contribution to the formation of students social behavior at SMAN 24 Kabupaten Tangerang. This research employs a qualitative approach with a descriptive method. Data were collected through observation, in depth interviews, and documentation involving the vice principal for curriculum, the P5 coordinating team, facilitator teachers, guidance and counseling teachers, and twelfth grade students who participated in P5 during the current academic year. Data analysis in this study is based on Max Weber’s theory of social action, which classifies social action into four types: traditional action, affective action, instrumental rational action, and value-rational action. This theoretical framework is used to understand the meaning of students’ actions in the implementation of P5, particularly how habits, emotions, and social values influence students’ behavior during their participation in project-based activities. The findings indicate that the implementation of P5 at SMAN 24 Kabupaten Tangerang was carried out through three stages: planning, implementation, and evaluation, across three main themes: Sustainable Lifestyle, Unity in Diversity, and Physical and Mental Well-being. Each theme was realized through project-based activities integrated with various subjects and designed to encourage active student involvement in group work. The analysis reveals that each P5 theme reflects a combination of several types of social action, particularly traditional action, affective action, and value-rational action. The implementation of P5 contributes to the development of students’ social behavior, including increased discipline, responsibility, cooperation, tolerance, empathy, and self-confidence. These findings are further supported by a decrease in the number of student disciplinary violations following the implementation of P5, leading to the conclusion that P5 plays a significant role in shaping students’ social behavior through processes of habituation and the internalization of social values.L Education (General)LB Theory and practice of education2026-02-10UNIVERSITAS SULTAN AGENG TIRTAYASA;PENDIDIKAN SOSIOLOGIThesis