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All Journal At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Megawati Mahalil Asna
STAI Sabilul Muttaqin Mojokerto
Religion Education Social Sciences

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The Digital Native Approach in P5 Exhibitions: Implementation of the Merdeka Curriculum in Elementary Schools Wiwin Nur Istiqomah; Adheari Sya'ban Nugrohaji; Megawati Mahalil Asna; Imroatus Sulthoniyah; Ibnu Amiruddin
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 10 No 1 (2026): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v10i1.2761

Abstract

The Merdeka Curriculum promotes project-based learning through the Project for Strengthening the Pancasila Student Profile (P5); however, the implementation of P5 exhibitions in elementary schools remains conventional and has not yet optimally integrated the characteristics of students as digital natives. This study aims to describe the integration of a digital native approach in P5 exhibitions, analyze its contribution to the development of the Pancasila Student Profile dimensions, and identify the supporting and inhibiting factors for its implementation. This study employed a qualitative approach with a single case study design conducted at SDI Aulia Prambon, Sidoarjo. Data were collected through participatory observation, in-depth interviews, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldana, and validated through source and method triangulation. The findings identified four forms of digital native integration in the P5 exhibition, namely interactive digital presentations, creative video production, QR code utilization, and project social media, with the most significant contributions to the critical thinking, independence, and creativity dimensions of the Pancasila Student Profile, as well as the cooperation (gotong royong) dimension, which emerged organically through the division of production roles. Supporting factors included student enthusiasm, parental support, and school facilities, while the inhibiting factor was related to the misuse of gadgets for non-academic activities. This study concludes that integrating digital natives requires structured pedagogical scaffolding to transform students' digital habits into meaningful academic achievements.
Co-Authors Adheari Sya'ban Nugrohaji Ibnu Amiruddin Imroatus Sulthoniyah Wiwin Nur Istiqomah