Analysis of P5 Activities as an Application of Differentiated Learning

in the Digital Era of Independent Curriculum at SMA Negeri 3

Sungai Penuh

Sari Mustika

, Fitri Mulyana

, Nurhizrah Gistituati

and Alwen Bentri

Doctoral Program in Education Sciences, PPS, Padang State University, Padang, Indonesia

Lecturer in Education Administration, FIP, Padang State University, Padang, Indonesia

Keywords: P5 Activities, Differentiated Learning, Independent Curriculum, Digital Era.

Abstract: This study aims to analyse P5 activities based on several indicators as an application of differentiated learning

in digital era of Merdeka Curriculum at SMA Negeri 3 Sungai Penuh. This research uses a qualitative

approach with descriptive research. The research subjects were 6 resource persons consisting of the vice

principal for curriculum, the facilitator teacher of P5 activities and four students as actors of P5 activities who

were taken using purposive sampling technique. The research data comes from observations and interviews

which are then analysed using the Miles and Huberman model, this data is called primary data. The objectives

of this study are 1) To analyse P5 activities that have been implemented at SMA Negeri 3 Sungai Penuh 2)

To analyse the application of differentiated learning in SMA Negeri 3 Sungai Penuh 3) To analyse the impact

of P5 activities as a form of differentiated learning on the digital era of Merdeka Curriculum that conducted

as a form of differentiated learning on the Merdeka curriculum has a positive impact on the development of

students.

1 INTRODUCTION

The implementation of the independent curriculum is

expected to be able to achieve the objectives of

competence and be able to deliver students to

overcome the challenges of the times in the current

digital era. As technology, is part of science that

always experiences unlimited development and

affect all fields. This can be seen in all areas of

human needs, such as clothing, food, and even

administration which of course can be fulfilled or

conducted by technology. So with the development

of technology that brings new innovations, this is a

form of the result that society has entered the digital

era. The digital era is an era where technological

developments in the form of digital systems have

facilitated all aspects of human life (Ma'rufah, 2022).

The form of the aspect of life that is bound from

digitalization is education. This can be seen in the

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application of learning systems in the digital era that

all use technology, such as administration,

curriculum, methods, and learning media (Ma'rufah,

2022).

In order for the education system to achieve

quality in today's digital era, there are changes in the

curriculum from time to time to equalize with the

demands of the times, as we know that the curriculum

in Indonesia has changed many times. Changes in

this curriculum are inevitable. Recently, Indonesia is

undergoing a curriculum change called the

independent curriculum, although it has not changed

from all levels in the education unit. This curriculum

change is also motivated by the COVID-19

pandemic, as we know when the pandemic is

threatening, learning is also conducted online, so the

government prioritizes the recovery of the education

situation in various ways, so that learning is still

implemented. The form of effort made by the

government is to create a new learning paradigm.

Mustika, S., Mulyana, F., Gistituati, N. and Bentri, A.

Analysis of P5 Activities as an Application of Differentiated Learning in the Digital Era of Independent Curriculum at SMA Negeri 3 Sungai Penuh.

DOI: 10.5220/0012200100003738

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 303-309

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

303

The transformation of education through this new

paradigm is expected to transform the quality of

education in Indonesia to achieve better educational

goals. Minister of Education and Culture Nadiem

Makarim said that changes in education reform

policies in Indonesia cannot occur without changes

from schools. One of these important changes is the

emergence of independent curriculum. Adhering to

the concept of independent learning, the independent

curriculum encourages learning according to the

interests, learning styles, and abilities of students,

and provides wider space for the development of

students' character and basic skills (Saputra et al.,

2022).

The independent curriculum, which has begun to

be introduced to education units with gradual

implementation, also emphasizes the development of

the Pancasila learning profile known as P5 and is

based on competencies that are not limited to content

(Kholidah et al., 2022). The distinctive feature of

Merdeka curriculum is designing a project to

strengthen the character of students, so that they are

able to achieve the highest happiness in getting

learning.

According to the guidelines for the development

of the Pancasila Student Profile Strengthening

Project prepared by the Education Standards,

Curriculum and Assessment Agency (2022), the

Pancasila Student Profile aims to answer the big

question for students, namely what kind of profile

(competence) the Indonesian education system wants

to produce. In connection with that, the Pancasila

Student Profile has a competency design that

complements the focus on cultivating character in

accordance with the values of Pancasila to achieve

the competency standards of graduates at all levels of

the Education unit. At SMA N 3 Sungai Penuh school

has implemented independent curriculum in class X,

class XI and XII still apply the 2013 national

curriculum, class X in independent curriculum is

called phase E.

P5 activities are a form of opportunity given to

students to gain knowledge as a process of character

building, learning opportunities from the

environment and creating responsible learners. In

this P5 activity, learners have the opportunity to

explore important issues or topics such as climate

change, counter radicalism, mental health, culture,

entrepreneurship, technology and democratic life so

that learners can take concrete actions to answer

these issues according to their level and learning

needs. P5 is expected to inspire learners to contribute

to the surrounding environment (Education

Standards, Curriculum and Assessment Agency,

2022).

In P5 activities, students are given freedom so

that they can determine the interests and talents that

already exist in the students themselves, through the

projects they develop, this is also a form of

developing their potential by the students

themselves, as for the form of teacher involvement,

namely as a facilitator, the teacher only guides

students and does not demand students.

P5 activities can be called the application of

differentiated learning because in these P5 activities

learners can develop their skills to increase learners'

interest. P5 activities also improve learners'

performance when they discuss outstanding projects

with their peers. The purpose of P5 is to develop

learners' skills to create projects that are related to the

Pancasila Student Profile (Saraswati et al., 2022).

Differentiated learning is learning that

accommodates students' learning needs. Teachers

facilitate students according to their needs, because

each student has different characteristics, so they

cannot be given the same treatment. This can be seen

from the learning styles possessed by students, as

educators or teachers should not ignore the

characteristics of students in the classroom, then

collaborate and coordinate each of these differences

by using the right strategy (Sutaga, 2022). The theme

applied by SMA N 3 Sungai Penuh is a sustainable

lifestyle "carbon footprint, our footprint on earth". As

here students are given freedom in making projects

with the theme of carbon footprints, students are

given freedom in expressing or creativity that they

do.

The freedom given to students in making projects

with predetermined themes is a form of

implementing differentiated learning in Merdeka

curriculum, namely the implementation of P5

conducted by schools because P5 activities can

provide more meaningful experiences and learning

processes to students and differentiated learning is

learning that gives freedom to students to increase

their potential according to their willingness,

interests and learning profiles. Differentiated

learning does not only focus on the product, but also

on the process and content of learning so that it is in

line with P5 activities that allow learners to be able

to explore their knowledge independently. Through

the implementation of differentiated learning,

teachers can also conduct learning in accordance

with the needs of the curriculum and are considered

as teachers who can develop their abilities to fulfill

their duties professionally. (Sutaga, 2022).

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304

Based on this description, the purpose of this

research is to find out how P5 activities have been

implemented by schools as a form of differentiated

learning in Merdeka curriculum of the current digital

era and how it impacts students at SMA N 3 Sungai

Penuh.

2 METHODS

This research uses a qualitative approach with a

qualitative descriptive research type. The description

of the analysis of P5 activities as an application of

differentiated learning in the independent curriculum

of the digital era is explained based on the results of

data collection in the field, precisely at SMA Negeri

3 Sungai Penuh using interview and observation

techniques. The subjects of this research consisted of

the vice principal for curriculum, the P5 activity

facilitator teacher and students who conduct P5

activities. The research subjects were taken using

Purposive Sampling technique by considering the

relationship between the research objectives and the

research subjects. The data sources used in this study

are the results of interviews with research subjects

and supporting data sources in the form of articles

and journals. The data analysis technique used is the

Milles and Huberman model in (Rijali, 2018) which

describes the analysis process starting from data

collection, data reduction, data presentation, and

conclusion drawing or verification.

3 RESULTS AND DISCUSSION

SMA Negeri 3 Sungai Penuh is located in Sri Menati

Village, Koto Baru District, Sungai Penuh City, is a

school that has implemented a Merdeka curriculum in

class X, and at SMA N 3 there are currently 6 teachers

who are taking part in the Education of activist

teachers. The independent curriculum is a form of

change made to the curriculum that gives students

freedom in learning to develop the potential they have.

This research is conducted on the analysis of the

Pancasila Student Profile Strengthening Project or P5

activities starting from the preparation of the school

ecosystem to implement activities, design and

manage the implementation of activities, as well as

process assessments, project reports, evaluations and

follow-up plans for P5 activities at SMA Negeri 3

Sungai Penuh. In addition, this research is also related

to the application of differentiated learning in

Merdeka curriculum of the digital era by facilitator

teachers to students who conduct P5 activities. This

activity starts from the teacher's understanding of

student’s development, identifying ways of learning

and student interests and the right strategy for

grouping students according to the student profile, as

well as the impact of P5 activities as an application of

differentiated learning in the digital era of

independent curriculum.

The interviewees in this study were: Head of

school, deputy curricular, and 6 teachers who teach in

class X and 3 class X students.

3.1 Project Activities Strengthening the

Profile of Pancasila Students (P5)

Based on the results of interviews that the researchers

have conducted with the deputy principal for

curriculum, activity facilitator teachers and students,

it is found that the readiness of the school ecosystem

in conducting P5 activities is quite ready because

SMA Negeri 3 Sungai Penuh has implemented

learning using the Merdeka Curriculum and SMA

Negeri 3 Sungai Penuh is included in the category of

Independent Changing IKM schools which in terms

of digitalization have utilized the independent

teaching platform provided by the ministry. The

beginning of the implementation of Merdeka

Curriculum at SMA Negeri 3 Sungai Penuh was due

to the policy of the Jambi Provincial Government

through the Education Office which suggested the

implementation of Merdeka curriculum in schools

assisted by the Education Office on the grounds that

if in 2024 the Merdeka curriculum was required to be

implemented as a whole, then SMA Negeri 3 Sungai

Penuh would have no difficulty implementing it.

P5 activities in its implementation require proper

planning, systems, project design and management.

SMA Negeri 3 Sungai Penuh is good enough in

preparing the P5 activity plan so that activities can

run smoothly. This cannot be separated from the

existence of a system that supports the

implementation of school-owned project-based

learning for the implementation of independent

curriculum for the digital era through the P5 project.

The support system consists of the school curriculum

team, project coordinator team and facilitator team

who work together to realize Merdeka Learning at

SMA Negeri 3 Sungai Penuh. Based on the results of

the interview, the planning stage of the P5 project at

SMA Negeri 3 Sungai Penuh starts from the

workshop first, namely in the form of a teacher

council meeting with the academic field, especially

the curriculum section. At the meeting, the

independent curriculum and P5 activities were

Analysis of P5 Activities as an Application of Differentiated Learning in the Digital Era of Independent Curriculum at SMA Negeri 3

Sungai Penuh

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introduced to teachers at SMA Negeri 3 Sungai

Penuh starting from what P5 is in independent

curriculum, what it looks like and how to implement

it. After the introductory stage, then continued with

the workshop for making the teaching module.

Teaching modules for P5 at SMA Negeri 3 Sungai

Penuh were made by several groups of teachers. The

teaching modules are compiled by adapting from

examples of modules belonging to the ministry that

have been provided on the independent teaching

platform. Thus, teachers are also required to keep up

with the times which are currently all things digital

by utilizing the teaching platform. After the

workshop on the teaching module, a meeting was

held again to determine what theme would be used in

the first semester for P5 activities for class X in the

2022/2023 school year. SMA Negeri 3 Sungai Penuh

has implemented two themes from a total of seven

general themes provided by the Ministry of

Education, Culture, Research and Technology. The

two themes that have been implemented are the

Sustainable Lifestyle theme and the Local Wisdom

theme. These two themes are further divided into

several sub-themes and later students will choose one

sub-theme each that they are interested in to conduct

their projects. Based on the results of the interview It

can be concluded that for P5 activities, the

implementation planning at SMA Negeri 3 Sungai

Penuh is very good and conceptualized so that when

the activity is implemented, it will run in accordance

with the planning.

After planning, the next stage is the

implementation and management of P5 activities.

SMA Negeri 3 Sungai Penuh has implemented P5

activities for one semester. The implementation of P5

activities has gone very well as evidenced by the

success of the exhibition event held by students to

display the results of the projects they have made at

the end of learning in the first semester. The

implementation of P5 activities begins with

determining the implementation pattern, the

implementation pattern at SMA Negeri 3 Sungai

Penuh uses a weekly block, to be precise, every

Thursday and Saturday full schedule for P5 class X

activities. Facilitator teachers will enter each class

they teach and the first time they enter the class,

students are presented with the main theme chosen

by the school to conduct their project then students

are asked to choose the sub-theme they are most

interested in and they are free to choose what sub-

theme to take for their project, after that the facilitator

teacher will group those who choose the same sub-

theme and make them one group for this P5 activity.

If in one class there is one sub-theme chosen by

only one student, then the student will be combined

with a friend in another class who also chooses the

same theme. After determining the chosen sub-theme

and group division, students are free to find more

information related to the sub-theme they choose and

then they plan what to do when this project is

conducted. Learners can use any media to find

information, it can be through books or using

digitalization technology by utilizing the internet. In

this process students will learn how the Pancasila

Student Profile is implemented. In the process,

students need to go to the field to learn directly the

theory or description that they have learned in the

classroom before, this is where the importance of

partner involvement from outside the school. The

involvement of partners for the development of the

P5 project is also very helpful for the implementation

of P5 activities because with partners from outside

the school environment, students will gain more

experience and learning from those who are

competent in their fields. Students will also learn a

lot about the sub-themes they choose themselves. For

example, at SMA Negeri 3 Sungai Penuh on the

theme of Local Wisdom, groups of learners who take

the sub-theme of local crafts can choose what crafts

they want to master and understand more deeply, for

example woven pandanus which is a processed local

product from Sungai Penuh. Then they will start

looking for information about pandanus weaving and

start planning the project they want to do. The group

of students can ask the facilitator teacher for

permission to take them to one of the partners in the

form of a pandanus weaving craft center to see

firsthand how it is made so that they can learn it. It

can be concluded that the implementation of this P5

activity is based on the wishes and interests of the

students who conduct, no interference from the

school or the facilitator teacher because the school

only facilitates and gives permission for its

implementation so that the activities conducted also

become fun for students.

Furthermore, students will be asked to report the

results of the P5 activities that they have conducted

for three months for one project theme. The P5

activity report can be in the form of a paper on what

results they get while conducting the project or in the

form of an exhibition held to display the work they

made during the implementation of P5 activities.

Based on the results of interviews and observations,

projects made by students at SMA Negeri 3 Sungai

Penuh are then displayed in the form of exhibitions

for the second theme, namely local wisdom from each

sub-theme chosen by students such as the arts,

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students perform traditional dances, sing folk songs,

madihin and so on. Then for local crafts, students

display the results of the crafts they make or they get

from P5 activities such as hats, bags, cloths, tissue

holders and other crafts. For the traditional dance sub-

theme, learners performed traditional dances such as

mai bugae dance, rangguk dance and yo yo dance.

Furthermore, there are regional specialties that make

lemang, chili suhin, geladi curry, jackfruit curry, and

many regional specialties that they cook themselves

and display at the exhibition. Then for those who took

the sub-theme of tourist attractions, they introduced

the tours in the Sungai Penuh area and reported what

the obstacles were at the tourist attractions. The

results of this exhibition were then given an

assessment by the facilitating teacher and included in

the project report card.

Furthermore, assessment and evaluation as well

as follow-up plans for P5 activities. In the

implementation of P5 activities at SMA Negeri 3

Sungai Penuh, there are several obstacles during the

process, starting from the difficulty of organizing

students so that they can remain active in running P5

activities, another obstacle is related to P5 activity

funds which are still using students' personal funds

when they want to visit project partners from the

theme taken.

Furthermore, the main obstacle during the project

implementation process is the habituation that must

be conducted by educators and students because this

P5 activity is new and needs habituation from the

school to be implemented properly. Sometimes,

during the activity, educators should supervise and

guide all day on the project day but it does not go

well because there is certainly a sense of boredom

when all day must supervise students whose behavior

and attitudes are difficult to understand as well as

students, they will get bored if they have to work on

the project for one day, therefore the school makes a

strategy so that educators and students are not

focused on the project being conducted alone. The

school held scouting activities for students to

increase the strengthening of the Pancasila Student

Profile. The assessment or assessment conducted in

this P5 activity is conducted

Assessment by the facilitator teacher in the form

of a special assessment for each student who

conducts P5 activities is not only an assessment of

the work, but each individual child is assessed for

their attitude and behavior. The assessment is

conducted every time the facilitator teacher enters the

class for the implementation of P5 activities. The

facilitator teacher must remember each student

because each child has its own assessment, such as

craftsmanship, participation in cooperation,

discussion and expressing opinions, attitude and

behavior, all of which are assessed and will later be

included in the Merdeka curriculum report card. In

addition, assessment and evaluation are also

conducted from the results of the exhibition work that

has been implemented by class X students at SMA

Negeri 3 Sungai Penuh. Not only from teachers who

assess students' work, but guests who come to see the

exhibition can also provide an assessment of their

work.

Based on the results of interviews with the Vice

Principal for Academic Affairs and the Facilitator

Teacher, the follow-up plan after the implementation

of P5 activities at SMA Negeri 3 Sungai Penuh for

one semester is criticism and input from teachers and

guests who come during exhibition activities at SMA

Negeri 3 Sungai Penuh will be followed up by the

school so that the implementation of P5 activities will

be even better in the future, especially in activities

that will be held in the second semester with the

theme of entrepreneurship. In addition, it is hoped

that this activity can continue to run well and get

better and the school tries to be even more prepared

in the implementation of this P5 activity and the next

plan is not only in the form of an exhibition of works

that are held, the school must hold even bigger

activities and invite more guests, be it partners

outside the school or other guests.

So it can be concluded, the activities of the

Pancasila Student Profile Strengthening Project at

SMA Negeri 3 Sungai Penuh starting from activity

planning, implementation and management of

activities as well as assessment, evaluation and

follow-up plans for further activities run very well

and are structured.

3.2 Implementation of Differentiated

Learning in the Digital Era

Merdeka Curriculum

Based on the results of interviews that have been

conducted by researchers with one of the facilitator

teachers and students, the results found that

differentiated learning is one of the learning that

emphasizes action and real projects conducted by

students who have different abilities and brain

capacity but each student is able to do it.

Understanding the stage of learning development

of students needs to be done by every educator

because by understanding how their learning

development is, the teacher can determine the next

step for each student. If there is a student whose

learning development stage is slow, then the teacher

Analysis of P5 Activities as an Application of Differentiated Learning in the Digital Era of Independent Curriculum at SMA Negeri 3

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307

as an educator must be able to find ways to make the

student still able to follow the learning even though

the development is slow.

Identifying learners' learning preferences and

interests also needs to be done because knowing how

students preferred learning will help teachers in

making learning methods that are fun and it will also

be easier for students to receive learning materials.

Based on the results of interviews with several

students at SMA Negeri 3 Sungai Penuh, they tend to

prefer learning that uses problem-based learning and

project-based learning methods because students

understand learning better if given real examples

through life problems that occur. In addition, with

project-based learning, students are also more able to

explore the learning themselves.

Grouping strategies based on student profiles also

need to be understood by the teacher as an educator.

This is because each student must have differences

based on their profile, therefore grouping is

necessary so that the learning activity program can be

implemented properly by the educator. Based on the

results of interviews with the facilitator teacher of P5

activities, it was found that the method used by

educators to group students is by adjusting the

interests and learning styles of students. For P5

activities themselves, students are free to choose

what themes they are interested in and they like to do

their projects. It can be concluded that differentiated

learning has been well implemented at SMA Negeri

3 Sungai Penuh through the implementation of P5

activities and the use of learning methods that adjust

the interests and learning development of students

and the implementation of learning in favor of

students.

3.3 The Impact of P5 Activities as a

Form of Differentiated Learning in

the Digital Era of Independent

Curriculum

Based on the results of interviews with the deputy

principal for academic affairs, facilitator teachers and

students, it was found that the impact of P5 activities

on student learning was first regarding the attitudes

and behavior of students who became more aware of

the cleanliness of their environment, although

measuring attitudes cannot be done just from looking

at one or two months, it is hoped that attitudes and

behaviors like this can be sustainable. Compared to

before the implementation of P5 activities with the

theme of sustainable lifestyles, students were not so

concerned with the surrounding environment.In

addition, when implementing P5 activities with the

theme of local wisdom, the impact is that students are

more familiar with the culture of their region. As a

form of differentiated learning, the most felt impact

is that students learn to be more independent and how

far they can make their own decisions. In addition,

from the perception of the students themselves, they

felt that with this P5 activity, they became more

confident, independent and creative in making a

work that could be displayed at the exhibition at

SMA Negeri 3 Sungai Penuh. It can be concluded

that the P5 activities implemented at SMA Negeri 3

Sungai Penuh have a positive impact and get good

results.

The findings of observations and interviews on

the impact that occurred after the implementation of

P5 activities as a form of differentiated learning were

positive because students could follow each learning

activity well and the implementation of P5 activities

was welcomed by students. This is supported by

(Wahyuningsari et al., 2022) that the application of

differentiated learning has an impact on each learner

who has a variety of unique characteristics feels

welcomed and valued, teachers as educators teach for

the development and success of students, students

also feel their learning needs are met and facilitated,

and differentiated learning through P5 activities can

be said to be a real form of justice in the treatment of

learning because students get the same learning

opportunities without being differentiated, besides

that there will be collaboration between students and

educators.

4 CONCLUSIONS

Based on the results of the research and discussion, it

can be concluded that the P5 activities that have been

implemented are one of the applications of

differentiated learning in independent curriculum. P5

activities aim to improve students' skills and

knowledge by producing a project whose theme is

related to the Pancasila Student Profile. P5 activities

in this study starting from planning activities,

implementing and managing activities as well as

assessing, evaluating and follow-up plans for further

activities run very well and are structured.

Differentiated learning is one way or strategy that

educators can use to meet the needs of each learner.

Differentiated learning is a learning process for

students to learn material according to their abilities,

students' interests, and their individual needs so that

students during the learning process do not feel failed

or frustrated. Differentiated learning can be

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implemented with the support of current digital

technology that makes it easier for teachers as

educators to design and plan interesting learning for

students. Based on the results of the research

conducted, differentiated learning has been

implemented well. Based on the data that has been

obtained, it can be concluded that differentiated

learning has a positive impact on the P5 activities

implemented because the activities are welcomed by

students with not many obstacles that occur. P5

activities also run very smoothly starting from the

planning, implementation, assessment and

evaluation stages as well as follow-up plans for the

next P5 activities. Suggestions for schools to

continue to innovate and continue to implement

activities that are able to develop the potential of

students according to their interests and talents and

be able to implement them well so as to create

students with the Pancasila Student Profile. In

addition, it is hoped that the school will implement

digitialized-based learning so that the

implementation of learning becomes more effective

for educators and students.

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