Analysis of the Pancasila Student Profile Strengthening Project Using

Merdeka Belajar Platform at the Senior High Schools to Improve

the 21

Century's Competencies

Nonong Amalita

, Yulia Rizki Ramadhani

, Nurhizrah Gistituati

and Alwen Bentri

Doctoral Program of Educational Sciences, Universitas Negeri Padang, Padang, Indonesia

Department of Education Administration, Universitas Negeri Padang, Padang, Indonesia

Department of Curriculum and Educational Technology, Universitas Negeri Padang, Padang, Indonesia

Keywords: Pancasila Student Profile Strengthening Project, 21

-Century Competencies, Merdeka Curriculum, Merdeka

Belajar Platform.

Abstract: The project to strengthen the Pancasila Student Profile (P5) in the Merdeka Curriculum is an important thing

to be carried out in each education unit because it guides educators in building the character and competencies

of students in schools. Furthermore, it is hoped that Indonesian students are students whose lives are

competent, characterized, and behave according to the values of Pancasila. SMAN 15 Padang is one of the

high schools that has implemented the Merdeka Curriculum, and it is a Sekolah Penggerak. At this school,

the implementation of the Merdeka Curriculum uses the Merdeka Belajar platform. This paper aims to analyze

the implementation of P5 activities, how to apply the Mereka Belajar platform, and reveal problems in

implementing P5 at SMAN 15 Padang. The research method uses a qualitative approach to descriptive

research. The data collection techniques used are observation, interviews, and documentation. This P5 activity

begins with identifying problems facilitated by the teacher so that the activity starts to have an orientation to

the understanding of concepts and resolve the issue according to the theme. The P5 theme selected activities

are sustainable lifestyles, local wisdom, and entrepreneurship. Generally, the implementation of P5 and the

use of the Merdeka Belajar platform in SMAN 15 Padang has been going well, and it has reflected the

character and behavior of the values of Pancasila.

1 INTRODUCTION

The curriculum is the life of education. Education in

Indonesia always experiences curriculum changes

from time to time. Changes in the curriculum

certainly cannot be avoided and passed but must

always be lived and adapted to the needs and

principles (Sadewa, 2022). The national education

system is required to make renewal in a planned,

directed continually, and continuous manner so that it

can guarantee equitable education, improved quality

as well as the relevance and efficiency of education

management to prepare students to face challenges

according to the demands of life changes both local,

national, to global (Faiz and Kurniawaty, 2022).

https://orcid.org/0009-0001-5192-4903

https://orcid.org/0000-0002-1980-889X

https://orcid.org/0000-0003-0454-7612

https://orcid.org/0000-0002-8358-3867

In Indonesia, one of the educational development

processes is curriculum development (Bisri, 2020;

Safaruddin, 2020). The curriculum in Indonesia has

been developed since independence, and changes

occur from time to time. The curriculum is the life of

the course of education (Huda, 2017). Through the

curriculum, it is expected that education success will

be created. Changes in the curriculum cannot be

avoided due to the lack of proper education in

Indonesia and the influence of socio-cultural systems,

politics, economics, and science and technology. To

achieve success in education, in addition to a good

curriculum, all components in education must be

bound to each other (Abi Hamid et al., 2020;

Safaruddin, 2020)

130

Amalita, N., Ramadhani, Y., Gistituati, N. and Bentri, A.

Analysis of the Pancasila Student Proﬁle Strengthening Project Using Merdeka Belajar Platform at the Senior High Schools to Improve the 21st Century’s Competencies.

DOI: 10.5220/0012197600003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 130-139

ISBN: 978-989-758-669-9; ISSN: 2975-9676

In 2021 the government, through the Ministry of

Education and Culture, the government launched the

prototype curriculum, which was further enhanced in

2022 and became the Merdeka curriculum. In its

journey, the implementation of the Merdeka

Curriculum (IKM) was carried out in stages, not

simultaneously and not massively. The government

provides opportunities for schools to conduct IKM

learning independently. IKM Mandiri is made in

three categories: Mandiri Learning, Change, and

Mandiri Sharing.

One of the schools that uses the Merdeka Learning

curriculum is SMA Negeri 15 Padang, also a Sekolah

Penggerak. According to the results of interviews

with deputy school principals in the field of

curriculum and several learning committee teachers

at SMAN 15 Padang, "In Merdeka curriculum, there

is a term called KOSP (Education Unit Operational

Curriculum) which is the basis of learning at school,

teaching modules and student profile project

Pancasila."

In the Merdeka Learning Curriculum, learning

strives to lead to the formation of the Pancasila

Student Profile following its vision and mission,

which emphasizes the formation of Pancasila

students. Based on the Minister of Education and

Culture Regulation No. 22 of 2020 concerning the

Strategic Plan of the Ministry of Education and

Culture of 2020-2024, Pancasila Students are the

embodiment of Indonesian students as a lifelong

student who has global competence and behaves

Pancasila values, with six main characteristics:

Believers, fear God and have a noble character, global

diversity, work together, independent, critical

reasoning, and creative.

Based on research conducted by (Winarsih,

2022), the elementary school level has implemented

character education following the strengthening of

the Pancasila Student Profile through the components

of Pancasila Student Attitudes. The teacher explained

that almost 85% of students had already instilled the

character of students following the profile of

Pancasila students, and 15% of students still did not

have the character as a student profile of Pancasila.

In Research conducted by (Nisa, 2022), the

application of learning projects Strengthening

Pancasila Student Profiles at the Junior High School

Level in the planning, application process, and

evaluation of the learning project strengthening

Pancasila Student Profile has the stages that need to

carried out by the teacher with the facilitator.

In (Hadian, 2022) research, planning a project

strengthening the Pancasila Student Profile (P5) at the

high school level includes forming a team, making

technical guidebooks, and determining project

themes. Meanwhile, the organization of projects

includes forming a project group supervisor team,

determining research objects, and determining

student structure in groups. The implementation of

the project starts from the determination of the

formulation of research objects, the formulation of

the problem, making research instruments,

implementation of observations, making reports, and

making blogs to upload project reports. Meanwhile,

the supervision and evaluation of the project are

carried out with internal and external supervision.

Before using the Merdeka Learning Curriculum,

SMA Negeri 15 Padang had implemented character

education for its students. For example, by inviting

students always to maintain the cleanliness of the

school, not damage plants, and discipline in time.

Education developers use Pancasila Student Profiles

as the leading destination (Kemendikbud Ristek,

2021B). According to the Deputy Principal of the

Curriculum Section of SMAN 15 Padang, there are

still several obstacles to applying the Merdeka

Studying Curriculum in this school.

It is undeniable that information technology has

been a powerful locomotive in driving social

transformation around the world in the last few

decades. Most of these change processes are based on

the production of information. Freddy K. Kalidjernih

explained that information technology, including

education, plays an important role in social change.

Kalidjernih explained that education faces the

implications of these changes, especially concerning

an increasingly globalized life that has shaped and

sharpened teaching and learning cultures

(Kalidjernih, 2011). In line with this view, the

Ministry of Education and Culture responded to these

modern problems by initiating a Sekolah Penggerak

program to realize the Pancasila Student Profile,

namely students who have a noble character, are

independent, have the critical thinking, are creative,

work together and have global diversity.

In implementing the Merdeka Belajar curriculum

using the Merdeka Belajar platform, teachers are

assisted in finding inspiration, references, literacy,

and understanding in efforts to implement the

Merdeka Curriculum. The Merdeka Mengajar

Platform is a Penggerak partner for teachers forming

Pancasila students. The Merdeka Belajar Platform has

three functions: teaching the Merdeka curriculum

more effectively, learning new concepts, and working

to create works or products.

(Sinsuw and Sambul, 2017) In preparing learning

tools, teachers use technology and information as

learning resources and media, providing space for

Analysis of the Pancasila Student Proﬁle Strengthening Project Using Merdeka Belajar Platform at the Senior High Schools to Improve the

21st Century’s Competencies

131

developing teacher creativity in designing learning to

support achieving set learning objectives. (Aka,

2017) revealed a change in the way of teaching

teachers from paper-based to technology and

information based. Using technology and information

as learning resources and media can increase the

speed and achievement of learning objectives,

improving Indonesian education quality. Based on the

information mentioned above, the researcher will

study more deeply how to apply the strengthening of

the Pancasila Student Profile project in learning at the

Sekolah Penggerak, namely at SMAN 15 Padang, to

improve the skills of the 21st century. This article

aims to analyze the implementation of P5 activities

and the use of the Merdeka Belajar Platform at

SMAN 15 Padang and reveal Problems in

implementing P5.

2 METHOD

This research is a qualitative approach to descriptive

research. Data collection techniques used are in-depth

interviews, observation, and documentation. This

study's data sources are the Principal, Deputy

Principal of the Curriculum Section, and SMA N 15

Padang teachers. The data analysis technique used in

this research uses the Milles and Huberman model;

namely, the analysis in the research is carried out

interactively. The stages of this research were carried

out through three steps. The data reduction stage was

conducted to determine relevant, meaningful, and

important data based on the research and to obtain the

data the researcher needed. This study's data (display

data) is presented as a short narrative description

(with text). Conclusion drawing (verification) where

researchers will draw or make conclusions by

explaining data collection activities through

observation, interviews, and supported by

documentation (Miles, Huberman, and Saldana,

2013).

3 FINDINGS AND DISCUSSION

3.1 Planning for Learning Projects

Strengthening Pancasila Student

Profiles at SMAN 15 Padang

Based on the Ministry of Education and Culture

No.56/M/2022, the project strengthening of the

Pancasila Student Profile is a project-based curricular

activity designed to strengthen the efforts to achieve

competency and character by the Pancasila Student

Profile, which is compiled based on graduate

competency standards. The project's implementation,

strengthening Pancasila students' profile, is carried

out flexibly regarding cargo, activities, and

implementation time. The Pancasila Student Profile

Project is designed separately from the intracuricular.

Purpose, Content, and Project Learning Activities

must not be associated with the goals and materials of

intracuricular subjects. The education unit can

involve the community and the world of work to

design and organize a project to strengthen the

Pancasila Student Profile.

According to the manual for developing a project

to strengthen the profile of Pancasila students,

graduate competency standards have competence for

Indonesian students who are expected to have the

competence to become democratic citizens and

become superior and productive people in the 21st

century. Therefore, Indonesian students are expected

to participate in sustainable and resilient global

development facing various challenges.

Some of the competencies that students must

have in the 21st century, according to (Griffin, Care,

and McGaw, 2012), are known as 4C, namely critical

thinking and problem-solving (critical thinking and

solving problems), creativity, communication skills,

and the ability to work Collaboratively (ability to

work together).

SMAN 15 Padang is one of the high school-level

Sekolah Penggerak in West Sumatra. SMAN 15

Padang, in 2022, has implemented the Merdeka

curriculum for the second year. SMAN 15 Padang has

been to deliver students to achieve maximum learning

following the demands of 21st-century skills through

the independent curriculum.

SMAN 15 Padang was appointed Sekolah

Penggerak in Padang, already trying to learn the

Merdeka curriculum after going through various

efforts and stages that have been passed, with

enthusiasm and motivation from all curriculum

drafting teams, along with the support of all teachers,

school committees, and other school components.

Before the learning project strengthened the

Pancasila Student Profile, SMAN 15 Padang formed

the Learning Committee Team. Based on interviews

with the Principal of SMAN 15 Padang, the Learning

Committee Team designed and planned the learning

project for Pancasila Student Profile. This team holds

workshops, training, and assessments with other

teachers so that the learning will be carried out

according to the same goals and expectations.

Some of the activities of the learning committee

team that have been carried out are identifying the

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132

stages of readiness in schools in running projects,

determining the dimensions and themes of profile

projects, designing the time project time allocation,

compiling the profile project module, determining

learning objectives and developing topics, activity

flow and assessment of profile projects. Based on

interviews with the Head of the Project Planning

Team, Strengthening the Pancasila Student Profile

said that developing ideas and project modules

according to students' local context, needs, and

interests involves students' opinions and ideas.

In identifying the stages of the readiness of the

education unit in carrying out the project

strengthening the Pancasila student profile, including

at the developing stage, because in SMAN 15 Padang

already has a system to carry out the project-based

learning, some teachers already understand the

project-based learning and SMAN 15 Padang already

involved outside parties to help wrong one project

activity. For example, speakers from the theme of

entrepreneurship makeup, haircut, and eco print

originated from outside school.

Through the Pancasila Student Profile, it is

expected that students, especially in high school, can

develop their character values so that good behavior

is formed and inherent in students. There are six key

competencies: faith, devotion to God Almighty and

noble character, global diversity, cooperation,

creativity, and critical and independent. The six

dimensions are interrelated and also strengthen.

Implementing Pancasila Student Profile Projects

at SMAN 15 Padang was choosing the theme of a

sustainable lifestyle, local wisdom, and

entrepreneurship. This project in 1 (one) school year,

the project strengthening the Pancasila Student

Profile has carried out at least 3 (three) projects with

3 (three) different themes In SMA/MA class X and 2

(two) projects with 2 (two) different themes in class

XI and XII SMA/MA.

3.2 Implementation of Learning

Projects Strengthening Pancasila

Profiles to Improve 21

-Century

Skills

The project strengthening of the Pancasila Student

Profile is carried out by training students to explore

real issues in the surrounding environment and

collaborate to solve the problem. Therefore, a

separate time allocation is needed to ensure the

project strengthening of the Pancasila student profile

can run well. Implementing the project strengthening

of Profile of Pancasila students is carried out flexibly,

both on charge and on time. In charge, the Profile

Project must refer to the Pancasila Student Profile

Achievement by the students' phase and not be

associated with learning achievements in subjects. In

managing the implementation time, the project can be

carried out by allocating project hours from all

subjects, and the total amount of time for the

implementation of each project can be different. For

this reason, in the project implementation to

strengthen the Pancasila Student Profile at SMAN 15

Padang, as many as 30% of the total JP. From the

themes provided by the Ministry of Education and

Culture, the theme chosen by SMAN 15 Padang is as

follows:

3.2.1 Sustainable Lifestyle

a. Hydroponics

Hydroponics is one way to cultivate plants using

water without using soil. According to Syamsu,

hydroponics is plant cultivation without using water

as a container for soil substitutes. So that this

hydroponics can use if the available land is minimal

and suitable for areas with limited water supply. At

this time, hydroponics is widely used as a profitable

agricultural business.

In this activity, students realize that the

willingness to land in the future will be limited due to

population growth. It is a way to maintain a

sustainable life for the long term. Furthermore,

students also build awareness to behave and behave

environmentally friendly, study the potential for the

sustainability crisis in the surrounding environment,

and develop readiness to deal with and mitigate it.

Figure 1: Hydroponics.

This hydroponic activity uses a container used as

a used plastic bottle. In this activity, students are

introduced to hydroponics, plant analysis, materials

needed, the steps to make hydroponics and

presentations of each group.

Analysis of the Pancasila Student Proﬁle Strengthening Project Using Merdeka Belajar Platform at the Senior High Schools to Improve the

21st Century’s Competencies

133

b. Domestic Waste Recycling

One of the activities carried out by students is

recycling waste. Waste often refers to the remaining

material that is not desirable or beneficial to humans

after a domestic activity or process ends. Garbage is

useless and can be used as fertilizer for plant

fertilizers.

The source of this activity is the teacher of SMAN

15 Padang with the stages of the waste recycling

project, namely the introduction of waste recycling,

analyzing the materials needed, and the steps for

recycling domestic waste and presentations. Student

action is to recycle organic waste into compost. The

reflection that is carried out is to see the level of

success in the recycling of waste into compost.

Figure 2: Organic Waste.

This hydroponic activity uses a container used as

a used plastic bottle. In this activity, students are

introduced to hydroponics, plant analysis, materials

needed, the steps to make hydroponics and

presentations of each group.

c. Simple Water Treatment

The speaker of this activity are teachers of SMAN 12

Padang. With the stages of the project is the loss of

the characteristics of clean water and is suitable for

use. Furthermore, the stage is to analyze the materials

needed to process clean water and their functions, the

containers that can be used, and the steps to make a

processor (filter). Students make group presentations.

Student action on this activity is to make water

processing (filter) and be able to process turbid water

into clear water that is suitable for use and changes in

water become suitable for use.

Figure 3: Simple water treatment.

The activity with the theme of a sustainable

lifestyle conducted by SMAN 15 Padang can improve

the skills of the 21st century. Creative skills in this

hydroponic activity are seen in students' creativity

and innovation using used materials such as used

plastic bottles used as a forum for planting plants. In

thinking skills, this hydroponic activity allows

students to think critically by connecting learning,

such as biology, with contextual problems that exist

in everyday life. In this activity, students work in

groups, and students always discuss and

communicate with other students in undergoing

projects to get perfect results. Collaboration skills can

be seen in this activity; students learn in groups

(teamwork) and work according to their

responsibilities.

3.2.2 Local Wisdom

Local wisdom Based on the Pancasila Student Profile

Project, students are known by the local wisdom of

the community or the region where students go to

school. Students are expected to be able to find out

the development of customs, culture, or typical food

of the area.

SMAN 15 Padang has carried out this local

wisdom activity by introducing culture. Because the

location of SMAN 15 Padang is in the Limau Manis

area, local wisdom activities raise babako kematian

dan babako menikah customarily around Limau

Manis. The project with the theme of local wisdom

carried out by SMAN 15 Padang is called "Rogo."

This project is filled with various sub-project such as

mandi, penghelatan kematian, pernikanan and petatah

petitih. Students can choose the activities they are

interested in and provide material following the group

and preparation for the harvest.

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The project showed that 21st-century skills,

especially creative attitude, communication, and

cooperation, were seen. In addition, this activity also

increases the level of faith and fearing God Almighty;

the activity is in the form of harvesting works that run

well.

Figure 4: Babako Menikah.

3.2.3 Entrepreneurship

Activities with the theme of entrepreneurship at

SMAN 15 Padang, namely face makeup, haircuts, eco

print, and hand embroidery. Teachers and students

identify economic potential at the local level,

problems that exist in the development of these

potentials, as well as their relation to environmental,

social, and welfare aspects. Through this activity,

entrepreneurial creativity and culture will be

developed. Students also open insight into future

opportunities, are sensitive to the community's needs,

become skilled, and are ready to become a

professional workforce full of integrity. SMAN 15

Padang has carried out the following activities.

a. Makeup and Haircut

Female students with speakers from Inez Cosmetics

followed makeup activities, and for male students to

participate in barbershop activities with resource

persons who already had competency certificates.

The purpose of this activity is that students know the

stages of entrepreneurship, besides that in order to

have responsible and independent characters.

The general stage is the introduction of face

makeup and haircut, analyzing the tools and materials

needed, and stages of making up and haircuts and

presentations from students. The action carried out

practicing makeup with the model and cutting hair,

and reflection is the final result of makeup on the face

and haircut.

Figure 5: Haircut Project.

b. Ecoprint

Eco print can be interpreted as a printing technique on

fabric using natural dyes and manually making motifs

from the leaves by sticking until the motifs arise on

the fabric. This project's speakers were ISI Padang

Panjang Lecturers and Cultural Arts Teachers of

SMAN 15 Padang.

The process of this eco print project is the

introduction stage of eco print, the stages of analysis

of the materials needed to make eco print along with

their functions and presentations; the action stage is

to make an eco print on a piece of white cloth with

leaf motifs, flowers, and branches, the reflection

carried out is the result end. This eco-print activity is

a multidiscipline subject, including biology, art, and

culture.

Figure 6: Ecoprint Process.

Analysis of the Pancasila Student Proﬁle Strengthening Project Using Merdeka Belajar Platform at the Senior High Schools to Improve the

21st Century’s Competencies

135

c. Hand Embroidery

The process stages of this project include the

introduction of hand embroidery, the stages of

analysis of the materials needed to make hand

embroidery, and presentations from each group. The

action stages on hand embroidery make strimin wool

and knitted strimin embroidery. The reflection is

carried out on the final results of the hand

embroidery, with the speaker from SMAN 15 Padang

teacher.

Figure 7: Hand embroidery.

Activities with the theme of entrepreneurship can

improve student creativity skills by making ideas.

Creative skills in facial makeup activities can be seen

from combining colors that match the color of

consumers, able to work with consumers. Help each

other if they find obstacles in completing the project

able to pour ideas into producing works such as eco

print and hand embroidery. This regional activity is

beneficial because it can equip students to produce

business ideas and develop their businesses. This

activity is an excellent foundation for the creative and

innovative ideas we need to succeed in the 21st

century.

3.2.4 Implementation of the Merdeka

Belajar Platform

Teachers have provided references in developing

their teaching practices in the Merdeka Platform

following the Merdeka Curriculum. In this

application, various teaching tools are oriented to a

Merdeka curriculum. This platform also helps

teachers and makes it easier to carry out diagnostic

analyses related to literacy and numeracy easily and

quickly, so learning can be applied according to

students' level of achievement and development. The

learning function of the Merdeka Belajar Platform is

to provide independent training for teachers to obtain

quality and credible training materials that can be

accessed independently. Teachers can also enjoy

various learning videos for teaching materials. The

Merdeka Belajar Platform facilitates teachers to work

optimally by providing a platform for various

practices. To access the Merdeka Belajar account,

you can use the learning id learning account via

Android or the web page.

At SMAN 15 Padang, teachers have used various

techniques and information-based platforms in the

learning process, including Kahoot.

Kahoot is a type of visual learning media. As a

visual learning medium, Kahoot has an attention

function. The function of attention, namely visual

media, is the core, attractive, and directs the attention

of students to concentrate on the content of the lesson

related to the visual meaning that is displayed or

accompanies the text of the subject matter.

There are several advantages of using the Kahoot

application as a learning media, and they are: students

are more motivated to pay attention and record

material taught by the teacher so they can take quizzes

at the end of class; students are more motivated to be

quiz winners with the highest scores; with the time

limit in working on each question on the quiz, the

possibility of students discussing with friends will be

less; students do not need to create a Kahoot account;

using Kahoot, teachers will get evaluation results

quickly without correcting student answers.

However, besides these advantages, there are some

disadvantages, including Meaningless if the learning

objects still need not be achieved; adequate facilities

and infrastructure, such as a PC/smartphone with a

stable connection.

It is just that teachers have to pay a monthly

subscription to implement Kahoot as a learning

media. It is just that teachers have to pay a monthly

subscription to implement Kahoot as a learning

medium.

3.3 Evaluation of Learning Projects

Strengthening Pancasila Profiles in

Increasing 21st-Century

Competencies

The evaluation of how well the project to strengthen

the Pancasila Student Profile was carried out must

consider how well the project was carried out as a

whole. This evaluation is not just about how well

students are learning. It is also about how well

teachers learn as they prepare project activities and

how ready education and other educational units are

to carry out projects.

When evaluating how well the project was done,

the focus is on the process, not the result. So, the

development and self-growth of students, teachers,

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

136

and education units are used to measure evaluation.

For example, what has been evaluated differs from

how many students get good final grades or how good

their projects are. Instead, what is evaluated is how

and how much students learn and grow as people

during the project. For teachers, changes can be

measured by how well they can develop project-based

learning activities. For education units, changes that

can be measured are the readiness level, how well

project-based learning is being implemented, and

how well the project facilitation team works together.

There is no one perfect way to judge something.

Each education unit is ready to start working on

different projects, and teachers and students are ready

to participate in project-based learning. The

evaluation of how projects are implemented should be

made by changing how the education unit is set up.

Education units and teachers used to project-based

learning will have different goals for their students'

development than those just starting with project-

based learning. There are three types of assessments

in the project, with the following details:

▪ Diagnostic Assessment, this assessment is

carried out before the project begins to

measure the initial competencies of students to

be used to determine the need for

differentiation, development process, and

project activities and determine the

development of sub-elements between phases.

▪ Formative Assessment, this assessment is

carried out in the activities of each student

▪ Summative Assessment includes an

assessment in the scope of the Pancasila

Student Profile.

3.4 Evaluation Results of Project

Strengthening Pancasila Student

Profile Using the CIPP Model

A hypothetical design or model results from a

comparative analysis between relevant preliminary

studies (conceptual models) and field (factual

models) findings.

Based on the results of research both qualitatively,

it is known that the implementation of P5, in general,

is appropriate; it is just that the evaluation of the

project is less appropriate and relevant to the 21st-

century competency.

Based on the findings of the planning, process,

and evaluation of the learning of P5 at SMA N 15

Padang, the following is a description of the

evaluation results of the implementation of the P5

project. Using the CIPP model can be seen in the table

below:

Table 1: Evaluation Results of Project Strengthening

Pancasila Student Profile Using the CIPP Model.

Aspect Findings of the Results of the

project strengthening the Pancasila

Student Profile

Context - There is already a Project Module for

Strengthening Pancasila Student

Profile

- Assessment is carried out o

timall

Input - Limited knowledge and ability of

teachers in differentiation learning

- Technolo

ical tools are still lackin

Process Application in class is not optimal

because, in one meeting, it has not

been able to carry out learning

simultaneously with assessment and

reflection.

Product The unavailability of an assessment

rubric is related to the project themes

relevant to P5 and 21st Century

Com

etenc

Referring to the data of the study's results so that

the objectives of the P5 project can be achieved

optimally, researchers try to design the P5 project

hypothetically. The following is a Hypothetical

Design Project P5:

Table 2: Hypothetical design project strengthening student

Profile Pancasila.

Aspect

Hypothetical design project

strengthening student profile Pancasila

Context

- Analyzing the achievement of the 21st

Century Competency Objectives so that

the aim of implementing projects is right

on target

- Development of P5 Assessment related

to 21st Centur

Com

etenc

Input

- Teacher guidance

- Procurement of facilities and

infrastructure, especially technological

tools

- Application Of BYOD Model

Process

- Improve teacher competence in the

learning process regarding the syntax of

the learning model

- Rubric Assessment of Project Results

Relevant to P5 and 21st-Century

Com

etenc

Product

- School Exhibition Project results

attended by teachers, students, parents,

and the communit

around the school.

Based on Permendikbudristek No. 56/M/2022,

Pancasila Student Profile Strengthening Project (P5)

is a project-based curricular activity designed to

strengthen efforts to achieve competency and

character following the Pancasila Student Profile,

Analysis of the Pancasila Student Proﬁle Strengthening Project Using Merdeka Belajar Platform at the Senior High Schools to Improve the

21st Century’s Competencies

137

which is arranged based on graduate compensation

standards—project strengthening of the Pancasila

Student Profile (P5) new learning raised in the

Sekolah Penggerak.

This P5 is part of the Merdeka Curriculum

structure in addition to intracuricular learning. P5 is a

learning that provides direct experience following the

characteristics of the surrounding environment so that

children have global competence and behave that

reflects the values of Pancasila in daily life.

Implementing the recommended project approach in

developing P5 can be preceded by observing or

investigating the topics chosen by students following

their respective interests and needs. In the

hypothetical design of the project, strengthening the

Pancasila student profile in terms of context is to

analyze the achievement of the 21st-century

competency goals so that the objectives of

implementing the project are right on target. In this

case, implementing P5 must follow students'

competencies in the 21st century.

According to (Griffin, Care, and McGaw, 2012),

the competencies that students must have been critical

thinking and problem-solving, creativity,

communication skills, and the Ability to Work

Collaboratively. In implementing this project, there

must be a P5 assessment form related to 21st-century

competency. It is more than just an assessment that

contains the characters from P5 that students must

achieve. In its implementation, in the hypothetical

design of the project, strengthening the Pancasila

Student Profile in terms of input and guidance is

needed for teachers to achieve this competency goal.

Supervisors by the teacher on the project help

students inform what needs are needed in

implementing P5. For implementing the P5 project, it

is necessary to increase the potential of teachers to

manage the learning process, and component training

can be held, especially in using the syntax of the

learning model. To evaluate the implementation of

the P5 project can be seen in the products produced

by students.

Assessment is not only with one model of

assessment; this evaluation is not only on student

learning but also on the learning process of educators

in preparing project activities and the readiness of

education units and other educational units in

carrying out projects. So the evaluation benchmark is

the development and self-growth of students,

educators, and education units. It is, moreover,

associated with the strengthening of 21st-century

competencies. The end of the project also needs to be

held, showing off students' work. The school

exhibition results of the project, which was attended

by teachers, students, parents, and the community

around the school. In SMA N 15, Padang carried out

the " Panen karya. The series of events in this activity

was arak-arakan (tema babako), manyerak bareh

kuniang tema (kato pasambahan), and sambah ka

makan, penyajian kuliner kegiatan babako, prosesi

babako kelahiran, baralek dan kematian.

4 CONCLUSIONS

In planning a project strengthening the Pancasila

Student Profile, SMAN 15 Padang has adjusted the

project module provided by the Ministry of Research

and Technology following the local context, needs,

and interests of participants by involving opinions;

and student ideas.

Implementation of Projects Strengthening

Pancasila Student Profile, Teachers have

implemented a project strengthening Pancasila

Student Profile with less or more than the

recommended Ministry of Education and Culture of

the Project. This activity begins with identifying

problems facilitated by the teacher so that project

activities begin to be oriented to the concept of

concepts and solving problems (Problem Solving)

according to the theme.

SMAN 15 Padang Education involves the

community, the community on an ongoing basis to

support intracuricular learning and project

strengthening the profile of Pancasila students. The

community involved is more diverse according to

intracuricular learning objectives and projects,

strengthening the profile of Pancasila students.

Project activities Strengthening Pancasila Student

Profiles held at SMAN 15 Padang could already

improve 21st-century competencies. In the findings

of hypothetical design, it is necessary to develop the

Rubric assessment from P5 projects to improve 21st-

century competencies.

SMAN 15 Padang already uses the independent

learning platform, and the Kahoot application is one

of them in the learning process. It can arouse students'

interest to study more actively.

Limitations in this study include no analysis of

student perspective on the implementation of the P5

program using valid instruments. Therefore, this can

be a follow-up to the following study.

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21st Century’s Competencies

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