Implementation of Pancasila and Civics Learning Using Video Media

in Shaping the Profile of Pancasila Students in Merdeka Curriculum

in Elementary School

Ainul Mardiyah

, Tysa Sufia Rahmi

, Nurhizrah Gistituati

and Alwen Bentri

Padang State University, Indonesia

gistituatinurhizrah@gmail.com, alwenbentri@fip.unp.ac.id

Keywords: Civic Learning, Pancasila Student Profile, Merdeka Curriculum.

Abstract: Pancasila and Citizenship Education play an important role in shaping students' identities and pleasing

personalities, especially in elementary schools. Civics teaches students how to be excellent and disciplined

citizens. Civics learning is one of the subjects at school that teaches students about knowledge of Pancasila

and Citizenship which will shape the profile of Pancasila students in the Merdeka curriculum at SDN 13 Parit

Putus. This type of qualitative research with a case study approach aims to see the application of Civics

learning using video media to form the Pancasila Student Profile in the Merdeka Curriculum in Elementary

Schools. Data collection techniques were used in the form of interviews, observation, and documentation.

The results showed that the implementation of Civics learning in the Merdeka curriculum had been conducted

by teachers well, from preparing learning objectives based on the learning outcomes provided by the

government to prepare the flow of learning objectives and developing teaching modules and media. However,

teachers still have difficulties evaluating the Pancasila student profile and still need assistance focusing on its

application at school. In addition, students still need guidance in linking the material and videos learned with

the practice of the Pancasila Student Profile in everyday life.

1 INTRODUCTION

Education has an essential role in human life that

helps them to survive and compete in the advanced

era. Education strives to form qualified, intelligent,

and forward-thinking human beings so that they can

impact life. As written in Constitution, Number 20 of

2003 About the National Education System says,

Education is a conscious and planned effort to create

the study environment and learning process so that

students can develop their potency actively for getting

the strength of religious spirituality, self-control,

personality, intelligence, good attitude, and the talents

that needed by themselves, society, nation, and

country. Achieving the educational goal needs an

exact curriculum as a guide in the implementation of

education itself.

https://orcid.org/0009-0000-0165-1292

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

One of the foundations of curriculum compiling is

the sociological foundation (Khalim, 2019). The

sociological foundation of the curriculum contains

determining the roles of schools and teachers. As

educated people involved in the curriculum, teachers

must understand the condition and community

personality in planning and compiling to evaluate the

curriculum. Compiling the curriculum follows

developments of social life and current economic

condition. Furthermore, (Mubarok et al., 2021) state

that the critical aspect of sociology is the values that

rule community life. The teacher must see and

determine the aspects that will be taught to students

by looking at the social environment. The

sociological foundation of curriculum shows the

strategies that can stimulate students to adapt to the

environment actively; cultures in the classroom that

are considered passive will be suppressed so that

Mardiyah, A., Rahmi, T., Gistituati, N. and Bentri, A.

Implementation of Pancasila and Civics Learning Using Video Media in Shaping the Proﬁle of Pancasila Students in Merdeka Curriculum in Elementary School.

DOI: 10.5220/0012200700003738

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 335-341

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

335

learning in class becomes fun. Changes in community

environment conditions certainly make the

government try to adapt the education curriculum to

the development of the advanced and global era, as

done by Minister Nadiem Makarim, who began

implementing Merdeka Curriculum to prepare

students for the advanced digital era.

One of the efforts to create National education

goals based on Pancasila is the Pancasila and Civics

Learning subject. As a Republic Unity State of

Indonesia, our nation maintains its identity and

national personality with Pancasila. The nation and

community personality are built from family and

individual identity. Therefore, building a strong

personality is necessary. This matter needs to be

instilled in the young generation as the nation’s next

generation through Civics education that contains the

moral values of Pancasila. Pancasila as the basis of

the state formulated at the BPUPKI meeting on June

1, 1945. This formula was created by the founders of

the Republic Unity State of Indonesia, who were

involved in the meeting. The source of this formula is

a noble cultural sense, the ancestor’s cultural sense of

the Indonesian nation in the colonialism era and

before the colonialism era, like the era of the empire

(Purwanta, 2018).

Pancasila and Civic learning is one of the subjects

in today's newest curriculum, namely the Merdeka

curriculum. The Merdeka curriculum has a design

that provides opportunities for students to learn in a

calm, pleasant, relaxed way, without pressure,

without feeling stressed, and students can show and

develop their interests and talents properly (Rahayu

et al., 2022). The Merdeka curriculum is the

government's effort to create a better education which

can develop students' potential according to their

talents and interests. The development of the

Merdeka curriculum refers to the purpose of

education to prepare students to live in society. Life

is not just following the norms and values but also

providing experiences so students can optimally

develop their potential and abilities according to their

talents and interests. The independent curriculum

aims to answer the challenges of the current industrial

revolution 4.0 education (Manalu et al., 2022).

Merdeka curriculum also has a role in inheriting the

nation's cultural values and preparing students to face

changing times through the development of

educational creativity and innovation. Besides that,

the Merdeka curriculum also educates students to be

critical and evaluative in choosing values that are

considered beneficial to people's lives. Learning

activities designed in the Merdeka curriculum are

conducted in a fun, effective, recreational,

democratic, empathetic, creative and active

(MERDEKA) way (Mulyasa, 2021).

The guide to Merdeka curriculum development

explains that the school's operational curriculum must

make the profile of Pancasila students as a

foundation. Schools may add student competencies

according to school characteristics but may not

conflict with the profile of Pancasila students

covering all dimensions along with their elements and

sub-elements. This profile of Pancasila students is

also used to reflect and analyze all learning programs

in academic units. The profile of Pancasila students is

built and enlivened in their daily life through school

culture, intracurricular learning, projects that

reinforce the Pancasila student profiles, and

extracurricular activities. One of the efforts to form a

profile of Pancasila students in intracurricular

learning is through Pancasila and Civics subjects.

In the Merdeka Curriculum teacher's book

published by the curriculum centre and bookkeeping

of the Ministry of Education, Culture, Research, and

Technology (Kemendikbud, 2021) is clearly stated

that the main focus of Pancasila and Citizenship

Education (PPKn) subjects is to prepare students to

become behave, intelligent, skilled and character and

always loyal to the nation and state by consistently

implementing the habits of thought and action that

reflect the values of Pancasila and the 1945

Constitution. In addition, Civics learning can also

develop the ability of students to think critically,

rationally and creatively in dealing with various

problems as citizens, able to participate actively and

responsibly in life, able to develop positively and

form themselves democratically following the

character of Indonesian society who can live together

and side by side, and can interact in the world either

directly or indirectly by utilizing technological

advances.

The characteristics of Civics learning at the

elementary school level are oriented toward

reinforcing the national character and insight (Lubaba

& Alfiansyah, 2022). Pancasila values contained in

Civics learning will form the profile of Pancasila

students. The profile of Pancasila students is some

characteristics and competencies expected to be

achieved by students based on Pancasila's noble

values. The profile of Pancasila students embodies

Indonesian students who are lifelong learners with

global competence and reflect behavior following

Pancasila values which have six dimensions as shown

in the following figure (Kemendikbud, 2021).

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

336

Figure 1: Ministry of Education and Culture, 2020.

Pancasila and Citizenship Education play an

important role in shaping students' identities and

pleasing personalities, especially in elementary

schools. Civics teaches students how to be excellent

and orderly citizens. Even this learning is still taught

up to the college level considering the importance of

this learning to shape the character of good citizens.

Civics subjects in elementary schools have a critical

role in preparing students to become intelligent,

sound, and competent citizens following the values of

Pancasila. Not only mastering knowledge but also

having good attitudes and values, mastering various

skills, and understanding and realizing their rights

and obligations as citizens of society, nation and state

(Kemendikbud, 2021).

In learning, teachers play an essential role in

delivering subject matter to students. A professional

teacher is a teacher who can use and utilize various

types of learning media following the times and

technology (Arywiantari et al., 2015) and apply it in

social life. In addition, the progress of this

digitalization era allows teachers to develop

information and communication technology and

apply it in learning (Iskandar et al., 2022).

Several things that show the importance of

learning Civics for elementary school students are: 1)

Reinforcing them to love God Almighty and fellow

beings following Pancasila values so that they can be

implemented in life; 2) Pancasila and Citizenship

Education teaches students to be able to understand

and carry out rights and obligations in an honest,

responsible and democratic manner; 3) Pancasila and

Citizenship Education provides learning to students

to understand each other among citizens and instils

them about Bhinneka Tunggal Ika; 4) Provide

knowledge to students about the government system

and applicable state regulations, both written and

unwritten.

2 METHODOLOGY

This research discusses the Implementation of

Pancasila and Civics Learning using video media to

Form Pancasila Student Profiles in Merdeka

Curriculum at SDN 13 Parit Putus. This research uses

a qualitative research method with a case study

approach. Qualitative research aims to understand the

phenomena experienced by research subjects,

understanding reality through a thinking process

(Adlini et al., 2022). The data collection technique in

this research used interviews, observations, and

documentation techniques related to implementing

Civics learning using video media. According to

(Arikunto, 2010), case study research is qualitative

research that produces descriptive data in written or

spoken words from people or observed behaviours

conducted in detail, intensively, and deeply.

The sample in this study was the Civics subject

teacher at SDN 13 Parit Putus. Research data were

collected using observations made during the

teaching and learning process. Observation is an

activity conducted carefully on an object (Yusuf,

2006).

3 RESEARCH RESULTS AND

DISCUSSION

Subject planning is the initial step in Pancasila and

Civics learning at SDN 13 Parit Putus. The plan of

learning is a thinking process that produces decisions

about learning objectives. The results of these

decisions are rational and well implemented and use

the available learning resources such as video media

(Riadin, 2019). The Pancasila and Civics learning

plan requires a curriculum as a guide in its

preparation. The curriculum used in Pancasila and

Civics learning is the Merdeka curriculum. Merdeka

curriculum is a new policy established by the

Ministry of Education and Culture of the Republic of

Indonesia (Kemendikbud, 2021). The concept of

"Merdeka" is the ability to improve the economy,

creating a learning atmosphere for students to study

freely (Marisa, 2021).

Based on an interview with the head of SDN 13

Parit Putus, Mr Fauzi, S.Pd, he said 2022 would be

the first year of SDN 13 Parit Putus implementing the

Merdeka curriculum. For this first year, the new

Merdeka curriculum was implemented in classes I

and IV, each consisting of two classes, class IA and

IB, which belong to group A, and IVA and IVB,

which are group B. In 2022 SDN 13 Parit Putus

implemented the Merdeka curriculum, namely self-

changing. Independent change is an option that gives

flexibility to academic units when implementing a

Merdeka curriculum by using teaching tools provided

in academic units.

Implementation of Pancasila and Civics Learning Using Video Media in Shaping the Proﬁle of Pancasila Students in Merdeka Curriculum in

Elementary School

337

Documentation and interviews conducted with

grade IV teachers, researchers obtained information

that, following the independent guidance on changing

these teachers, did utilize the teaching materials and

tools contained in the independent teaching platform

and adapted the content to the SDN 13 Parit Putus

conditions.

Pancasila and Civics learning outcomes in class

IV contain four elements, each containing several

learning achievement points. These elements are (1)

Pancasila; (2) the Constitution of the Republic of

Indonesia 1945; (3) Bhinneka Tunggal Ika; (4) The

Republic Unity State of Indonesia. In the independent

curriculum guide, learning outcomes should be

developed by the teacher into learning objectives

described in the learning objectives flow and then

developed into teaching modules and video media

that will be used in the learning process in class. The

teaching modules developed by teachers contain

profiles of Pancasila students for each element

consisting of Faith and piety to God Almighty and

noble character, diversity, cooperation, creativity,

independence, and critical thinking.

The teacher's subject plan is quite good even

though it adopts the independent teaching platform,

but the teacher has revised it according to the needs

of the students in the class. Implementing learning to

form a profile of Pancasila students in Civics learning

in the Merdeka curriculum at SDN 13 Parit Putus

refers to the teaching modules and video media the

teacher has previously prepared. The teaching module

contains general information on teaching devices,

learning activities, teaching materials, assessment,

and reflection. Learning activities include initial

activities, core activities, and closing activities. 1)

The initial activity was conducted for 15 minutes, and

the teacher started by inviting students to sing the

national anthem Indonesia Raya and yelling at the

Pancasila student profile. Furthermore, the teacher

checked student attendance, did literacy activities and

conveyed learning objectives. 2) The core activities

are conducted for one hour and fifty minutes. The

teacher starts the activity by dividing students into

five groups, each consisting of 4 people. Furthermore,

the teacher invites students in each group to play a

game of compiling the Pancasila principles and their

symbols. Each group competes to compose the

picture in the fastest time. This activity is quite time-

consuming because for fourth graders working in

groups is still quite difficult because the teacher has

to control students so that they work effectively in

their groups. After this activity was completed, group

members were asked by the teacher to come to the

front of the class to show the results of their group's

work to other groups.

Furthermore, the teacher will show a teaching

video containing various practices of Pancasila. This

activity aims to provide direct examples to students

about the practice of Pancasila values. After that, the

teacher will explain in more detail the precepts of

Pancasila and its values. The material discussed is

Pancasila's first principle, including its meaning and

practice at home, school, and the community

environment. Furthermore, students are asked to

work on Student Worksheets (SW) individually. The

work on this SW is an assessment process in learning

activities, so the teacher no longer gives practice

questions as an evaluation at the end of the lesson. In

the end, the teacher invites students to submit the

results of their work and then provides feedback

regarding the results they have submitted. 3) Closing

activities were conducted for approximately 15

minutes. The closing activity concludes the student’s

joint learning through question and answer.

Furthermore, the teacher provides motivation and

conveys values that refer to the profile of Pancasila

students, and finally invites students to pray to close

the lesson.

Observations from the implementation of Civics

learning using video media to form a profile of

Pancasila students in the Merdeka curriculum at SDN

13 Parit Putus show that the teaching and learning

process in the classroom has been going well. This

process has been running optimally. Students are

actively involved during learning because the teacher

uses a variety of media, such as pictures pasted on

cardboard and display material using a projector to

attract students’ attention.

Civics learning materials contain Pancasila as the

basis of the State, with Pancasila points serving as life

guidelines. In Civics learning, the teacher provides

material and examples of practice directly related to

real life in a social, national and state environment.

This learning forms students who have faith and fear

of God Almighty, have global diversity, work

together, are independent, have critical reasoning, and

are creative.

3.1 The Observation Outcomes of

Teachers in the Implementation of

Civics Learning Using Video Media

to Form the Profile of Pancasila

Student in Merdeka Curriculum at

SDN 13 Parit Putus

The observations and outcomes of teachers who

conducted Civics learning using video media at SDN

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

338

13 Parit Putus showed promising results. The teacher

has conducted the teaching and learning process well.

The Merdeka curriculum guides the teacher by

following the teaching modules and media that have

been made.

SDN 13 Parit Putus teachers held Civics learning

activities as theory-based concrete actions. Theory or

learning material is taught in the classroom, and

students are invited to carry out activities outside the

classroom for concrete actions. The teacher teaches

students about the first principle of Pancasila, which

reads Belief in One Almighty God, including the

values of the first principle, such as carrying out

worship according to religious belief.

The teacher also provides examples of activities

that reflect the first principle of Pancasila, commonly

applied in schools, such as praying, preaching every

Friday, and reading the Qur’an every morning before

starting lessons. So students are not only shown

examples of the behavior of practising the Pancasila

precepts but also brought to see real examples and

apply them in everyday life. This activity can form

student profiles following Pancasila students as

described in Civics Learning. The difficulties

experienced by teachers from the results of the

researcher’s observations were that in managing time,

teachers were still not effective at managing time, so

there were activity schedules that were not following

the time allocation in the teaching modules.

3.2 The Observation Outcomes of

Students in the Implementation of

Civics Learning Using Video Media

to Form the Profile of Pancasila

Student in Merdeka Curriculum at

SDN 13 Parit Putus

Based on students’ point of view as recipients of

learning, it was also found that not all students could

understand the material provided by directly seeing

real-life examples. Students need guidance and

direction in linking these two things. It is where the

role of the teacher is needed.

In Civics learning using teaching modules and

video media, students are taught about Pancasila and

its values. These behaviors form the basis for forming

a profile of Pancasila students. At SDN 13 Parit

Putus, students learn about Pancasila-based behavior

in Civics learning in class and immediately see the

application of this behavior in life inside and outside

of school.

3.3 The Implementation of Pancasila

Students Profile in Pancasila and

Civics Learning Using Video Media

in Fourth Grade at SDN 13 Parit

Putus

The outcomes of forming Pancasila student profiles

in Civics learning using video media at SDN 13 Parit

Putus were quite good. It is just that the researchers

found several deficiencies in implementing the

teacher's learning. The method teachers use in

shaping Pancasila students' profiles is only by using

video media about the practice of Pancasila precepts

shown to students. The teacher conveys to students

what attitudes should implement in life following the

Pancasila student profile. The teacher also gives

directions to students about the importance of these

values they have in life. However, according to

researchers, this method and media are insufficient to

instil a Pancasila student profile in students.

The students are supposed to be able to implement

the values of the Pancasila student profile. Teachers

can use various methods, such as providing examples,

role-playing, and compiling local wisdom-based

learning, so that in learning activities, it will direct

students to expected character values. Pancasila and

Civics Learning material taught by teachers in class

should be focused on cultivating and applying

Pancasila student profile values. The formation of a

Pancasila student profile is the estuary of Civics

learning in the independent curriculum, not just being

a complement to the material being studied. However,

from the observations, because the teacher focuses on

the material, the teacher pays little attention to the

character values of the Pancasila student profile,

which should be achieved by students listed in the

flow of learning objectives and teaching modules.

Implementing Pancasila student profiles in

learning in the Merdeka curriculum should be the

responsibility of all elements of education, including

the government. Because from the observations, the

teachers still did not understand the implementation,

for example from the interviews the researchers

conducted with class IV teachers, the researchers

asked when the Pancasila student profile was

implemented, and the teacher answered only in

conducting the project to reinforce the Pancasila

student profile known as P5 only, so the teacher does

not implement the Pancasila student profile in other

activities at school. Even though in concept, the

implementation of Pancasila student profiles is not

only conducted in project activities to reinforce the

Pancasila student profiles but also conducted through

school culture, extracurriculars, and intracurricular

Implementation of Pancasila and Civics Learning Using Video Media in Shaping the Proﬁle of Pancasila Students in Merdeka Curriculum in

Elementary School

339

learning, especially Pancasila and Civics Learning

which contains Pancasila values.

The Pancasila profile must be built into students'

daily lives both in and outside the classroom, not only

when conducting the projects to reinforce Pancasila

student profiles (P5). The teacher's lack of

understanding is because the Merdeka curriculum has

just been implemented in the last few months. The

implementation of the Merdeka curriculum is also not

accompanied by adequate outreach by the relevant

agencies, so teachers still have a hard time

understanding the Merdeka curriculum and its

implementation in schools. Another obstacle teachers

encounter is the lack of adequate infrastructure,

teachers' lack of reading sources and the renewal of

various learning media. Although this can be

overcome with teacher creativity, with a lack of

training, teachers still find it challenging to find the

latest creative learning resources and media

independently.

Likewise with the evaluation, within a few months

of implementing the Merdeka curriculum in grade IV,

the teacher admitted that they still had difficulty

conducting a written evaluation or assessment of the

character values of the Pancasila student profile. The

teacher only observes and then directs the behavior of

students deemed unsuitable with Pancasila values.

Evaluating the implementation of the Pancasila

student profile can be done in various ways, such as

reflection through the observation process and the

experience of educators whose results are shown in a

written format in a portfolio or journal. Even though

the teacher has conducted this reflection process in

the ongoing learning process, to put it in written form,

the teacher is still experiencing difficulties due to the

teacher's lack of understanding of the evaluation. The

role of the relevant education agency is significant in

providing assistance and training to teachers

regarding the implementation of appropriate

evaluations for the implementation of this Pancasila

student profile so that it can be used as reflecting

material for improvement in the following year.

3.4 The Influencing Factors of the

Implementation of Pancasila

Students Profile in Pancasila and

Civics Learning Using Video Media

in Fourth Grade at SDN 13 Parit

Putus

The data researchers obtained from interviews with

school principals and fourth-grade teachers at SDN

13 Parit Putus regarding the factors that influence the

formation of a Pancasila student profile: a) Factors

habits/teacher’s teaching style. The teacher's teaching

style focuses on the teacher center and using simple

media so that the students do not involve in the

learning process, causing students to have still

difficulty implementing several dimensions of the

Pancasila student profile, for example, critical and

creative reasoning. This aspect is still not visible to

some students because, in learning activities, students

are rarely given activities that will make students able

to think critically and creatively, such as project-

based learning. Project-based activities are only

conducted in projects to reinforce the Pancasila

student profiles but are not implemented in intra-

curricular activities in class. b) Environmental factor.

The habits of students in daily life and their

association with the family and community

environment are the difference between one student

and another in implementing the Pancasila student

profile. For example, in the profile of Pancasila

students with noble character, there are still students

who are used to saying dirty words in social

situations, sometimes, they are carried away in

learning activities, so in learning, students speak in an

impolite style. c) Student ability factor. The ability of

students to understand the material and video

presented by the teacher and implement Pancasila

student profile values will differ from one student to

another.

4 CONCLUSION

Based on research on the implementation of Pancasila

and Civics Learning Using Video Media to Form

Pancasila Student Profiles in Merdeka Curriculum at

SDN 13 Parit Putus, the researchers conclude as

follows:

a. The Pancasila and Civics learning modules

teaching modules have been prepared according

to the learning outcomes, which are then

developed into learning objectives and the flow of

learning objectives. The learning objectives flow

contains the expected Pancasila student profile of

each competency and learning achievement.

b. The use of video media in learning is good

enough. Teachers use videos to show examples of

Pancasila practising behavior to students. By

seeing examples of this behavior, students will

automatically be able to form a Pancasila students

profile within themselves, which requires actual

practice in everyday life for its application.

c. Implementing Pancasila and Civics learning to

form a student profile is quite good. The teachers

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

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conducted learning activities according to the

steps in the teaching modules prepared

beforehand. However, the drawback is that the

dimensions of the Pancasila student profile are

less focused on learning. Teachers are still

focused on the material, and only a few learning

activities lead to forming a Pancasila student

profile. It is better because Pancasila and Civics

Learning material already contain Pancasila

material, so the character values that will form the

profile of Pancasila students are increased even

more.

d. Pancasila and Civics learning is evaluated

following the Merdeka curriculum's evaluation.

However, the evaluation for the profile of

Pancasila students is only conducted by the

teacher in project activities, namely the project to

reinforce the profile of Pancasila students, which

is conducted separately from learning in class.

e. The factors influencing the implementation of

Pancasila and Civics learning using video media

to form the profile of Pancasila students at SDN

13 Parit Putus are as follows: teachers' teaching

habits/styles, teaching media, environmental

factors, and student ability factors.

Implementing Pancasila and Civics using video

media learning to form Pancasila Student Profiles

using Merdeka Curriculum at SDN 13 Parit Putus is

generally reasonable. According to the teaching

module, the teacher has conducted Pancasila and

Civics learning, which contains citizenship material

and Pancasila values. However, the teacher is still

experiencing difficulties regarding the evaluation

profile of Pancasila students and still needs assistance

to focus on its implementation in schools.

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