p–ISSN: 2723 - 6609 e-ISSN: 2745-5254

Vol. 4, No. 10 October 2023 http://jist.publikasiindonesia.id/

Doi: 10.59141/jist.v4i10.766 1795

Implementation Of The Pancasila Student Profile Strengthening Project (P5) As

An Effort To Strengthen The Character Of Students

Susanti

, Muaza

, Supian

Jakarta State University, Indonesia

Email: [email protected]

, [email protected]

*Correspondence

INFO ARTIKEL

ABSTRACT

Keywords: implementation;

character of learners; Project to

strengthen the profile of

Pancasila students.

21st-century education in Indonesia faces significant challenges,

especially in preparing the younger generation to face advances in

information and communication technology. 21st-century skills,

consisting of critical thinking, creativity, cooperation, communication,

culture, and connectivity, are becoming the key to success in the world

of work and social life. However, data such as Indonesia's low ranking

in international studies such as PISA and TIMSS point to an urgent need

to improve the education system. The achievement of perfection in the

quality of life is the ultimate goal of education. This research uses

qualitative methods with literature studies as the main approach. The

implementation of character education in the school environment is the

focus, involving planning, implementation, and evaluation. Various

definitions and expert views on implementation are used to understand

this process. The character development of students in the Strengthening

the Profile of Pancasila Students project is the main key, not only the

implementation of fun activities but also the formation of strong

character. This process engages learners to the maximum, allowing them

to grow into responsible and positively contributing individuals.

Reflection becomes an important part of every activity, helping to

identify strengths and weaknesses and determine next actions. This

journal presents an in-depth understanding of the challenges and efforts

in improving education in Indonesia, focusing on the character-building

of students and the implementation of Pancasila values in the educational

process.

Introduction

The world of education in the 21st century is facing enormous challenges. Learning

in the 21st century must be able to prepare generations of Indonesian people to welcome

advances in information and communication technology in social life (Syahputra,

Mesran, Lubis, & Windarto, 2018). 21st-century skills (6C) consist of critical thinking,

creativity, collaboration, communication, culture, and connectivity, so efforts are needed

to develop them in the world of education. According to PISA 2018 research, Indonesia

is ranked 72 out of 79 countries that are members of the Organization for Economic

Cooperation and Development (OECD, 2018). Based on the results of TIMSS 2015

research, Indonesia ranks 44 out of 49 countries for mathematics and 44 out of 47

countries in the field of arts (Asiati & Hashanah, 2022). Through learning that supports

21st-century skills (6C), it is hoped that students will be able to get used to

communicating well, have cohesiveness in working together, be critical in facing

problems, and be creative and innovative in all fields (Nurasiah, Marini, Nafiah, &

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Rachmawati, 2022). Therefore, the implementation of the educational process must be

directed at developing students' abilities.

Education is a keyword in every effort to improve the quality of human life, which

has a role and object to humanize humans (Darman, 2017). Therefore, the focus of

education is directed at the formation of a superior personality in focusing on the

maturation process of the quality of logic, heart, morals, and faith. The peak of education

is the achievement of the point of perfection of quality of life (Yuliana et al., 2023).

Entering an age that is conditional on competition, every individual must have 21st-

century skills such as questioning, creative thinking, critical thinking, decision-making,

and problem-solving to choose among the information they receive, interpret information,

and generate new knowledge. Therefore, every education manager must think

professionally about how to produce an efficient and effective curriculum and become

the challenge of the times as a top priority to be developed in the learning process in

schools so that students are equipped with all kinds of skills and needs that they will need

in future lives. The development of an appropriate curriculum that is appropriate to the

needs will be able to increase the effectiveness of future needs by the knowledge age and

efforts to improve the skills and competencies of students to be able to answer all kinds

of challenges of the times (Dalman, Raehang, Virama, & Sulaiman, 2022). The unity

between all phases of student development in their living environment that is expanding

in the knowledge age also requires an effective and efficient education and training plan

which must all be accommodated in the curriculum taught to students. In this regard,

curriculum development by the challenges of the times is a must that is by determination

and effort to further improve the skills of students. Therefore, how big is the role of

education in building an individual who is skilled and has soft skills and hard skills,

especially in facing the 21st century? (Rawung et al 2020).

The Indonesian nation is a nation of character. Character is the value of each

individual's behavior towards God Almighty, himself, others, the environment, and his

country which is formed from thoughts, attitudes, feelings, words, and deeds based on

various other norms such as religion, law, manners, culture, and customs (Muchlish.

(2013).

Character education has an important role in his life. Through character education,

a person's way of life is demonstrated. If character education is good, then the person will

become a good person. Character education concerns the formation of a person by

applying moral values, which can be seen in his actions. Parents, teachers, and the

environment play an important role in shaping good behavior in students. Often, parents

and teachers instill character structures in vague ways, such as home or example. For

example, students learn to greet and smile when meeting with teachers, both inside and

outside of school. If parents always follow good habits such as taking out the trash,

children tend to imitate these behaviors without realizing it. Biological children are good

role models from an early age. The way of life and thinking in the family is very

influential in shaping the character and behavior of all family members, including

children. There are 18 standards of character education according to the Ministry of

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National Education (in Dalmeri, 2014) that are important for elementary school students

to support community life. These values include religion, honesty, tolerance, discipline,

hard work, creativity, freedom, democracy, curiosity, nationalism, love of homeland,

respect for achievement, friendship, and communication, love of peace, love of reading,

care for the environment, public safety, and responsibility. The world of education should

be the main engine to support character building, and the goal so that members of society

know a life that is by state and state democracy, and respect the principles of social

harmony. Building character is the key to anyone's future success. Strong deeds will

develop a strong and positive thinking character. This idea is in line with the contents of

Law Number 17 of 2007 and RPJN 2005-2025 which places character education as the

first of eight projects to achieve the vision of national development. His vision is to create

a tough, competitive, virtuous, and moral character based on Pancasila. These qualities

are reflected in the behavior and character of the Indonesian people and nation who are

religious, have faith and fear in God Almighty, are virtuous, patient, have an insightful

spirit, love the homeland, and focus on nation-building. science and technology.

In the independent curriculum, the Minister of Education, Culture, Research and

Technology of the Republic of Indonesia, Nadiem Anwar Makarim stated that

strengthening student character education will be manifested by the Ministry of Education

and Culture and Technology through various strategies centered on efforts to realize

Pancasila Students (Ismail, Suhana, & Zakiah, 2020). The Pancasila student profile is a

graduate profile that is expected to show the character and competence expected to be

achieved by students. In addition, the Pancasila student profile is also to strengthen

students with the noble values of Pancasila (Ministry of Education and Culture, 2020).

"Indonesian students are lifelong learners who are competent, have character, and behave

according to the values of Pancasila" (Sufyadi, et al., 2021). This is in line with the vision

of Indonesian Education, namely "realizing an advanced Indonesia that is sovereign,

independent, and personable through the creation of Pancasila Students." In the Pancasila

Student profile, the competencies and characters to be explored are contained in six key

dimensions, namely (1) faith, fear of God Almighty, and noble character; (2) global

celebrity; (3) cooperation; (4) independent; (5) critical reasoning; (6) creative (Lieung &

Rahayu, 2022).

Over the last few decades, educators and education practitioners around the world

have begun to realize that learning things outside the classroom can help students

understand that learning in educational units has a relationship with everyday life

(Fadhilah, 2022). Long before that, Ki Hajar Dewantara had emphasized the importance

of students learning things outside the classroom, but unfortunately, so far the

implementation of this has not been optimal (Achmad Zainuri Arif, 2017). So the

importance of the concept of education in changing times and the needs of students.

The Pancasila student profile strengthening project, as one of the means of

achieving the Pancasila student profile, provides opportunities for students to "experience

knowledge" as a process of strengthening character as well as an opportunity to learn

from the surrounding environment (Irawati, Iqbal, Hasanah, & Arifin, 2022). In this

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profile project activity, students have the opportunity to learn important themes or issues

such as climate change, anti-radicalism, mental health, culture, entrepreneurship,

technology, and democratic life so that students can take concrete actions in answering

these issues according to their learning stages and needs. The project of strengthening the

profile of Pancasila students is expected to inspire students to contribute to the

surrounding environment (Juraidah & Hartoyo, 2022). For workers in the modern world,

successfully running a project will be an achievement.

In the curriculum scheme, the implementation of the Pancasila student profile

strengthening project is contained in the formulation of the Kepmendikbudristek

No.56/M/2022 concerning Guidelines for Curriculum Implementation in the Framework

of Learning Recovery which states that the Curriculum Structure at the PAUD level and

Primary and Secondary Education consists of extracurricular learning activities and

projects to strengthen the profile of Pancasila students (Banjarnahor et al., 2023).

Meanwhile, Equality Education consists of general group subjects as well as

empowerment and skills based on the Pancasila student profile. Strengthening the

Pancasila (P5) (P5) (P5) (P5) (P5) (P5) student profile project is expected to be an optimal

means of encouraging students to become competent lifelong learners, have character,

and behave by the values of Pancasila. Based on Kemendikbudristek No.56/M/2022, the

Pancasila student profile strengthening project is a project-based curricular activity

designed to strengthen efforts to achieve competence and character by the Pancasila

student profile prepared based on Graduate Competency Standards (Kemendikbudristek,

2022). The implementation of the Pancasila student profile strengthening project is

carried out flexibly in terms of content, activities, and implementation time. The Pancasila

student profile strengthening project is designed separately from intracurricular. Project

objectives, content, and learning activities do not have to be tied to extracurricular goals

and subject matter. Education units can involve the community and/or the world of work

to plan and organize projects to strengthen the profile of Pancasila students

Strengthening the Pancasila Student Profile (P5) project has been implemented in

schools that implement the independent curriculum. According to Pramono (2020),

"implementation is a process of activities carried out by various actors so that in the end

it will get an outcome that is by the objectives or policy suggestions themselves." Policies

also exist in the world of education such as the implementation of learning. Various types

and models of teaching are used. (Lewis & Ponzio, 2016) in 2 Driving Schools focuses

on the character confidence of students in the implementation of strengthening the

Pancasila student profile project. Another research by Rondli (2022) was conducted at

the elementary school level on the implementation of strengthening the Pancasila (P5)

student profile project which is focused on fostering entrepreneurial values in students

with the flow of planning, implementation, and assessment. So, previous research was

conducted on driving schools by focusing on the character development of students.

Learning is not just knowledge and skills that must be mastered by students. P5 is

one of the learnings that instills and improves values back to students in line with

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Pancasila. The project is not a place to assess the work, but the process of strengthening

the character gained into it to be applied daily.

Research Methods

In writing this article using qualitative research methods with the type of literature

study. In essence, qualitative research is in the form of presenting various facts and

phenomena related to the implementation of character education in the school

environment. However, the object of this study is the process of planning, implementing,

and evaluating character education applied in the school environment. The data presented

in this study are various concepts, theories, and literature regarding the implementation

of character education from the literature review.

Results and Discussion

Definition of Implementation

There are various opinions of experts and academics who express the meaning of

implementation. This needs to be explained so that the understanding of implementation

can be synchronized from the concept of research to a policy or legislation that is the main

focus of this study. Because implementation is an important activity of the entire policy

planning process. According to the Big Dictionary Indonesian is implementation,

application. As for implementation according to experts, namely, according to Usman

(2002), expressing his opinion about Implementation or implementation as follows

"Implementation boils down to activities, actions, actions, or the existence of a system

mechanism. Implementation is not just an activity, but a planned activity and to achieve

the objectives of the activity". The definition of implementation stated above can be said

that implementation is not just an activity, but an activity that is planned and carried out

seriously based on certain norms to achieve the objectives of the activity. Therefore, the

implementation does not stand alone but is influenced by subsequent objects.

(Fauziah, Husna, & Hidayat, 2023), stated the implementation of public policy as

actions taken by individuals or groups of government and private directed to achieve the

goals set in previous policy decisions. This means that the implementation process will

not be carried out until the law or regulation is enacted and funds are provided to finance

the policy implementation process.

Implementation is intended to bring to an outcome (effect) complement and

complete. Implementation is also intended to provide a means (tool) to carry out

something and provide practical results on something.

(Lisnawati, Wahyudin, & Caturiasari, 2023), implementation refers to actions to

achieve the goals that have been set in a decision. It seeks to turn these decisions into

operational patterns and seeks to achieve major or minor changes as previously decided.

Implementation is also essentially an effort to understand what should happen after the

program is implemented.

Stages of implementation

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Implementation is actions to achieve the objectives outlined in policy decisions.

These actions are carried out either by individuals, government officials, or the private

sector. Implementation more specifically, refers to it by the term policy implementation

in his book entitled Public Policy Analysis. According to him, policy implementation is

the implementation of controlling policy actions within a certain period (Dunn, 2003).

Subarsono (2005), influencing factors include:

1. Environmental conditions, the environment greatly affects the implementation of

policies, what is meant by this environment includes the sociocultural environment

and the involvement of program recipients.

2. In many programs, the implementation of a program needs support and coordination

with other agencies. For this reason, coordination and cooperation between agencies

are needed for the success of a program.

3. Organizational resources for program implementation and policy implementation

need to be supported by resources, both human resources (human resources) and non-

human resources (non-human resources).

4. The characteristics and capabilities of implementing agents, which are meant by the

characteristics and capabilities of implementing agents include bureaucratic

structures, norms, and patterns of relationships that occur in the bureaucracy, all of

which will affect the implementation of a program.

From the explanation of implementation above, it can be concluded that

implementation is an activity or action that is planned and directed at completing a job

with the use of means to obtain the results to be achieved.

Pancasila Student Profile Strengthening Project

1. Understanding Pancasila Student Profile

According to Aditomo (2022), the profile of Pancasila students is that Indonesian

students are lifelong students who are competent, have character and behave according to

Pancasila values.

The Pancasila student profile is designed to answer one big question, namely

students with what kind of profile (competence) the Indonesian education system wants

to produce. In this context, the Pancasila student profile has a competency formulation

that complements the focus on achieving Graduate Competency Standards at each level

of education unit in terms of character cultivation by Pancasila values.

The competence of the Pancasila student profile pays attention to internal factors

related to the identity, ideology, and ideals of the Indonesian nation, as well as external

factors related to the context of life and challenges of the Indonesian nation in the 21st

century. Indonesian students are expected to have the competence to become democratic

citizens and become superior and productive human beings in the 21st century. Therefore,

Indonesian students are expected to participate in sustainable and resilient global

development in facing various challenges.

2. Definition of Pancasila Student Profile Strengthening Project

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The project of strengthening the Pancasila student profile is interdisciplinary

learning in observing and thinking of solutions to problems in the surrounding

environment to strengthen various competencies in the Pancasila Student Profile.

(Aditomo,2022)

Based on the Ministry of Education and Culture and Technology No.56/M/2022,

the Pancasila student profile strengthening project is a project-based co-curricular activity

designed to strengthen efforts to achieve competence and character by the Pancasila

student profile prepared based on the Graduate Competency Standards. The

implementation of the Pancasila student profile strengthening project is carried out

flexibly in terms of content, activities, and implementation time. The Pancasila student

profile strengthening project is designed separately from intracurricular. Project

objectives, content, and learning activities do not have to be tied to extracurricular goals

and subject matter. Education units can involve the community and/or the world of work

to plan and organize projects to strengthen the profile of Pancasila students.

A project is a series of activities to achieve a certain goal by studying a challenging

theme. Projects are designed so that students can investigate, solve problems, and make

decisions. Learners work within scheduled periods to produce products and/or actions.

Educators can continue to carry out project-based learning in subject activities

(intracurricular). Project-based learning in intracurricular aims to achieve Learning

Outcomes (CP), while the Pancasila student profile strengthening project aims to achieve

Pancasila student profile competencies.

Dimensions and Elements of the Pancasila Student Profile

Based on the decree of the Ministry of Education and Culture and Technology

Number 009/H/Kr/2022 concerning the Dimensions, Elements, and Subelements of the

Pancasila Student Profile in the Independent Curriculum, the dimensions of the Pancasila

student profile, among others:

1. Believe and fear the One God and His Majesty.

Indonesian students who believe, fear the True Source and have noble morals are

students who are moral about God Almighty. He understands the teachings of his religion

and beliefs and applies these understandings in his daily life. The key elements of faith,

fear of the one and only God, and noble morals are religious morals, personal morals,

morals to humans, morals to nature, and state morals.

2. Berkebhinekaan Global

Indonesian students maintain their noble culture, locality, and identity, and keep an

open mind in interacting with other cultures, thus fostering mutual respect and the

possibility of forming a new culture that is positive and does not conflict with the nation's

noble culture. Key elements of global diversity include recognizing and appreciating

cultures, intercultural communication skills in interacting with others, and reflection on

and responsibility for the experience of diversity.

3. Bergotong Royong Dimensions

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Indonesian students can work together, namely, the ability to carry out activities

together voluntarily so that the activities carried out can run smoothly, easily, and lightly.

The elements of working together are collaboration, caring, and sharing.

4. Standalone Dimensions

Indonesian students are independent learners, namely students who are responsible

for the learning process and outcomes. The key elements of self-reliance consist of

awareness of self and the situation at hand as well as self-regulation.

5. Critical Reasoning Dimensions

Able to objectively process information both qualitative and quantitative, build

linkages between various information, analyze information, evaluate and conclude it. The

elements of critical reasoning are obtaining and processing information and ideas,

analyzing and evaluating reasoning, and reflecting on thoughts and thought processes in

decision-making.

6. Creative Dimension

Creative learners can modify and produce something original, meaningful, useful,

and impactful. The key elements of creativity consist of generating original ideas

producing original works and actions and having flexibility of thinking in finding

alternative solutions to problems. (Ministry of Education and Culture, 2022).

Figure 1. Dimensions of Pancasila Student Profile

Principles of Pancasila Student Profile Strengthening Project

According to Aditomo, (2022), there are several principles of the Pancasila student

profile strengthening project, including:

1. Holistic

Holistic means looking at something as a whole and comprehensive, not partial or

fragmentary. In the context of designing the Strengthening the profile of Pancasila

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students, a holistic frame of mind encourages us to examine a theme as a whole and see

the connection of various things to understand an issue deeply. Contextual

Contextual principles are related to efforts to base learning activities on real

experiences faced in daily life. This principle encourages educators and students to be

able to make the surrounding environment and the reality of daily life the main material

of learning. Therefore, the education unit as the organizer of profile project activities must

open space and opportunities for students to be able to explore various things outside the

scope of the education unit. The themes of the profile projects presented as much as

possible can touch and answer local problems that occur in their respective regions. By

basing the profile project on experience and solving real problems encountered in:

2. Learner-Centered

The learner-centered principle relates to learning schemes that encourage students

to become learning subjects who actively manage their learning process independently,

including having the opportunity to choose and propose profile project topics according

to their interests.

3. Exploratory

The exploratory principle relates to the spirit of opening a wide space for the process

of self-development and inquiry, both structured and free. The Pancasila student profile

strengthening project is not in an extracurricular structure related to various formal

schemes of student eye regulation.

Steps of the Pancasila Student Profile Strengthening Project

The steps of Pancasila student profile strengthening project consists of 3 steps,

namely: step 1 Understand the outline of the Independent Curriculum, step 2 Understand

Learning and Assessment, step 3 Understand the development of the operational

curriculum of educational units in the Independent Curriculum, step 4 Understand the

development of the Pancasila student profile strengthening project, these steps can be

seen from the table below.

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Table of Steps P5 (Ministry of Education and Culture, 22)

Definition of character

The definition of character according to the Language Center of the Ministry of

National Education is innate, heart, soul, personality, ethics, behavior, personality, nature,

character, temperament, and disposition. The character is personality, behavior, character,

character, and character. According to Musfiroh (2008), character refers to a series of

attitudes, behaviors, motivations, and skills. Character comes from Greek which means

"to mark" or mark and focus on how to apply good values in the form of actions or

behaviors so that people who are dishonest, cruel, greedy, and other bad behaviors are

said to be people with bad character. Conversely, people whose behavior is by moral rules

are called noble characters.

Secara terminologis, makna karakter dikemukakan oleh Lickona (2009: a), sebagai

“a reliable inner disposition to respond to situations in a morally good way.” Selanjutnya,

ia juga menambahkan, “character so conceived has three interrelated parts: moral

knowing, moral feeling, and moral behavior.”

Character Education

In simple terms, character education can be defined as any effort that can be made

to influence the character of students. However, to find the right understanding, it can be

put forward here the definition of character education presented by Thomas Lickona.

Lickona (2009: b) states that character education is a deliberate effort to help a person so

that he can understand, pay attention to, and practice core ethical values. Starting from

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that definition, when we think about the kind of character we want to build in students, it

is clear that we want them to be able to understand those values, pay deeper attention to

the correctness of those values, and then do what they believe in, despite having to face

challenges and pressures both from outside and from within. In other words, they have

the 'consciousness to force themselves' to do these values.

The implementation process of the Pancasila Student Profile Strengthening Project

in Developing Character Education

The government has high hopes that students will be instilled with Pancasila values

from an early age. It aims to create democratic, superior, and productive citizens in the

era of the Industrial Revolution 4.0. The implementation of Pancasila Students does not

only focus on cognitive aspects but also on attitudes and behaviors that are by the identity

of the Indonesian nation. Pancasila Student Profile is an Indonesian student who is

competent, has character, and behaves according to Pancasila values. The importance of

maintaining love for the homeland and pride in culture makes the role of teachers and

parents in fostering character very important.

According to (Irawati et al., 2022), Pancasila Students The Pancasila Student

Profile Strengthening Project is a cross-disciplinary learning to observe and think of

solutions to problems in the surrounding environment. The Pancasila Student Profile

Strengthening Project uses a project-based learning approach, which is different from

project-based learning in intracurricular programs in the classroom. The Strengthening

Pancasila Student Profile Project provides opportunities for students to learn in informal

situations, flexible learning structures, more interactive learning activities, and also

engage directly with the surrounding environment to strengthen various competencies in

the Pancasila Student Profile. A project is a series of activities to achieve a certain goal

by studying a challenging theme. Projects are designed so that students can conduct

competitive investigations, solve problems, and make decisions. Learners work within

scheduled periods to produce products and/or actions. The extracurricular program that

is commonly carried out by teachers in Indonesia is subject-based (and thematic learning

at the elementary school level) based on a regular lesson schedule that has been set for a

semester or even a school year. Even though learning outside the classroom requires a

flexible process, an atmosphere that is not too formal, and does not carry out routine

activities. Moreover, the out-of-class learning that Ki Hadjar Dewantara expects requires

a student-centered learning approach, where the learning process and steps cannot be fully

controlled by the teacher. Making changes to the extracurricular program that has become

entrenched in most schools in Indonesia is not an easy strategy to do.

Realizing this, in addition to improving teacher competence, the implementation of

the Pancasila Student Profile in the curriculum also needs to use a different approach.

Thus, while teachers learn to be able to apply student-centered learning in the classroom,

co-curricular activities are also carried out. Co-curricular programs, which are usually

designed to support intracurricular programs, have the potential to strengthen the

character and competencies contained in the Pancasila Student Profile. Co-curricular

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programs are usually not as formal as intracurricular activities and there is no strictly

structured schedule of activities.

In supporting extracurricular programs, co-curricular activities do not need to be based

on or compartmentalized by subject, so co-curricular programs can be designed as cross-

subject project-based learning that refers to character development and general

competencies such as collaboration, problem-solving, environmental sensitivity, and

independence in undergoing the learning process, all of which are relevant to the

Pancasila Student Profile. Co-curricular programs that are not designed to be subject-

based open up opportunities for the implementation of project-based learning. This

learning approach not only provides opportunities for students to hone various general

competencies and characters but also to build care and sensitivity to the surrounding

environment. However, project-based learning planning is not a simple matter. Therefore,

the government needs to help education units through training, mentoring, and providing

various toolkits that teachers can use to facilitate.

Conclusion

The implementation of the Pancasila Student Profile Strengthening Project is not

just about providing fun activities for students but projects that build student character.

Therefore, we need to understand the flow of project activities by the guidelines provided

by the Ministry of Education and Culture and Technology. By following these guidelines

we have implemented P5 as a character-building process. Don't get stuck for results.

Results are important but more than that, process takes precedence.

Involve students optimally in every stage of the project. They are the ones who

carry out the project. Because they are the subject of the implementation of the project.

By involving students optimally, we have given them space to develop into individuals

who are increasingly responsible and humanize them. Make reflection a habit of every

activity we do, be it projects or extracurricular learning. Reflection doesn't just hint at our

strengths and weaknesses, and what we should follow through.

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