Principal Leadership Strategies for Internalizing The "7 Habits of Great Indonesian Children" (7 KAIH) Movement to Strengthen the Pancasila Student Profile Character in Secondary Schools

Abstract

Strengthening student character through the Kurikulum Merdeka (Independent Curriculum) faces complex sociological challenges, particularly the phenomenon of insufficient supervision by working parents and the misuse of digital devices. This study aims to analyze the principal's leadership strategies in internalizing the "7 Habits of Great Indonesian Children" (7 KAIH) movement to strengthen the dimensions of the Pancasila Student Profile at SMPN 3 Parenggean. Employing a qualitative approach with a descriptive case study design, the research gathered data through interviews, participant observation, and documentation involving nine key informants selected via purposive sampling. Data analysis was conducted interactively—comprising data reduction, data display, and conclusion drawing—with validity verified through source triangulation. The study found that the principal successfully implemented national education policies in a tangible manner through a humanistic approach to moral guidance (institutional re-parenting). The principal integrated instructional supervision strategies with real-world conditions through two practical measures: developing a Daily Monitoring Logbook and optimizing face-to-face parent association meetings. This collaboration focused on monitoring students' nighttime sleep schedules. Systematically, the implementation of positive daily habits through the 7 KAIH movement—such as religious observance, the discipline of waking up early, and healthy living—served as a primary driver in shaping student character and mental readiness. This mental readiness, in turn, accelerated the achievement of the national Pancasila Student Profile targets, particularly across three key dimensions: Faith and Piety towards the One and Only God and Noble Character; Independence; and Mutual Cooperation (Gotong Royong). Theoretically, this study expands the concept of instructional leadership within schools. This study demonstrates that geographical challenges and socio-economic limitations can be overcome if school principals are able to extend their leadership influence—collaboratively and adaptively—to the students' family environments.