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Elevating Science Education: Igniting Learning through Mindmapping and Collaborative Strategies Rosyida, Nabila; Evitasari, Atika Dwi; Utaminingtyas, Siwi
International Journal of Learning Reformation in Elementary Education Vol. 2 No. 03 (2023): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v2i03.405

This study aimed to enhance the learning outcomes of fifth-grade students in Science by implementing the Think Pair Share (TPS) model with a foundation in Mindmapping. The research was conducted at a particular elementary school and involved two cycles of instructional intervention. The study's objectives included assessing the impact of the TPS model on student learning outcomes, evaluating teacher and student engagement, and refining the instructional approach for improvement. The research employed mixed methods and quantitative and qualitative data collection techniques. Data was gathered through test scores, observation of teacher and student activities, and reflective discussions. The study found that students needed to improve their learning outcomes before implementing the TPS model due to less interactive teaching methods. However, following the introduction of the TPS model coupled with Mindmapping, there was a significant improvement in learning outcomes. The first cycle recorded an average score of 65, with 46.25% achieving the mastery standard. In contrast, the second cycle saw remarkable enhancement, with an average score of 84.42 and 88.46% of students meeting the mastery standard. Observations also indicated substantial improvements in both teacher and student engagement. The teacher's ability to foster motivation, clarify learning objectives, and deliver effective teaching improved significantly. Similarly, students displayed more active participation in learning, paying closer attention, engaging in discussions, and demonstrating better comprehension. In conclusion, implementing the TPS model integrated with Mindmapping techniques led to notable enhancements in student learning outcomes and engagement in Science education. This approach facilitated collaborative learning, boosted critical thinking, and improved classroom experience. The study underscores the efficacy of interactive teaching methodologies in elevating student achievements and offers insights for educational practitioners seeking innovative strategies to foster effective learning environments.

Edukasi Motivasi Belajar dalam Keragaman Budaya dengan Menggunakan Media Powtoon M., Nur Sya’ban Ratri Dwi; Rahmawati, Endah; Astuti, Anita Dewi; Ibrahmi, Yulianton Azhar; Utamingtyas, Siwi; Evitasari, Atika Dwi
INTAN CENDEKIA (Jurnal Pengabdian Masyarakat) Vol 5, No 1 Juni (2024): INTAN CENDEKIA: JURNAL PENGABDIAN MASYARAKAT
Publisher : Yayasan Pendidikan Intan Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47165/intancendekia.v5i1.527

Abstrak.Keanekaraagaman didefinisikan sebagai kondisi memiliki banyak elemen yang berbeda. Keragaman siswa mengacu pada perbedaan di antara siswa. Ras (ciri-ciri fisik) dan etnis (identitas budaya dan bahasa) adalah beberapa cara siswa beragam. Gender, status sosial ekonomi, agama, dan struktur keluarga adalah jenis keragaman lainnya. Keragaman yang terjadi juga akan menimbulkan konflik dan permasalahan khususnya pada diri siswa. Pada setiap tingkat kemampuan tertentu beberapa siswa seringkali menunjukkan minat secara berbeda pada beberapa bidang diantaranya musik, seni, sains, pelajaran sosial atau matematika, dan beberapa siswa ditemukan dan mengembangkan minat yang berkaitan dengan aktivitas organisasi sekolah atau dalam bidang akademik. Dengan adanya motivasi belajar dalam diri siswa, keragaman budaya bukanlah menjadi salah satu hambatan siswa dalam memperoleh prestasi belajar. Makin tinggi motivasi belajar peserta didik makin tinggi pula hasil belajar yang diperolehnya, dan begitu pula sebaliknya. Sosialisasi tentang motivasi belajar dalam keragaman ini bertujuan untuk memberikan informasi pada siswa tentang pentingnya motivasi belajar pada peserta didik dalam keragaman. Agar siswa memahami bahwa keragaman bukanlah hambatan yang menjadi penghalang untuk mencapai prestasi dan kesuksesan. Hambatan dari mencapai prestasi dan kesuksesan dari siswa adalah kemauan siswa tersebut sendiri. Kata Kunci: motivasi belajar, keragaman, powtoon.Kata Kunci: motivasi belajar, keragaman, powtoon Abstract. Diversity is defined as the condition of having many different elements. Student diversity refers to the differences among students. Race (physical characteristics) and ethnicity (cultural identity and language) are some of the ways students are diverse. Gender, socioeconomic status, religion, and family structure are other types of diversity. The diversity that occurs will also cause conflicts and problems, especially for students. At each particular level of ability, some students often show different interests in several areas including music, art, science, social studies or mathematics, and some students discover and develop interests related to school organizational activities or in the academic field. With students' motivation to learn, cultural diversity is not an obstacle for students in achieving learning achievement. The higher the student's learning motivation, the higher the learning outcomes they obtain, and vice versa. This socialization about learning motivation in diversity aims to provide information to students about the importance of learning motivation for students in diversity. So that students understand that diversity is not an obstacle that becomes a barrier to achieving achievement and success. The obstacle to achieving achievement and success for students is the student's own will.Keywords : learning motivation, diversity, powtoon.

IMPLEMENTASI PEMBELAJARAN IPAS PADA KURIKULUM MERDEKA KELAS IV SD NEGERI GUGUS 3 KECAMATAN PENGASIH Rantiyem, Deti; Musyadad, Faridl; Evitasari, Atika Dwi
Sindoro: Cendikia Pendidikan Vol. 9 No. 2 (2024): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v9i2.7797

This study aims to examine the implementation, challenges, and efforts in teaching Science and Social Studies (IPAS) within the Merdeka Curriculum in Grade IV of public elementary schools in Cluster 3, Pengasih District. This research employs a qualitative approach using observation, interviews, and documentation techniques. The results show that the schools in Cluster 3, Pengasih District, have implemented the Merdeka Curriculum by providing autonomy to students and teachers in the learning process. The teachers have undergone various training programs, including workshops, technical guidance, and webinars, to support the curriculum implementation. The implementation process includes the stages of planning, execution, and evaluation. Lesson planning involves designing teaching modules tailored to students' characteristics and utilizing various learning resources, including digital media. The teaching execution includes preliminary activities, core activities, and closing activities. The evaluation phase comprises diagnostic, formative, and summative assessments. Challenges encountered include difficulties faced by students in understanding science materials that require deep reasoning and are filled with numerous unfamiliar terms, which makes them feel overwhelmed. The complexity of reasoning and understanding foreign terms in science materials poses significant obstacles. Additionally, the lack of infrastructure hinders the development of process skills, making learning media and teaching materials less effective. There is also limited real-life application relevant to the learning materials. Efforts to overcome these challenges include conducting routine evaluations to assess students’ understanding, discussing difficult topics, reteaching, and enriching learning resources. Efforts to address infrastructure shortages involve assessing needs, providing appropriate facilities, and fostering students' responsibility to maintain these facilities. Teachers take the initiative to independently provide learning media to ensure the availability of tools and to aid students in understanding the material. The application of scientific concepts is enriched by utilizing the internet, other books, or collaboration with other teachers to broaden students’ horizons. Penelitian ini bertujuan untuk mengetahui implementasi, kendala, dan upaya pembelajaran IPAS pada Kurikulum Merdeka di kelas IV SD Negeri Gugus 3 Kecamatan Pengasih. Penelitian ini merupakan penelitian kualitatif yang dilakukan dengan teknik observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa SD Negeri Gugus 3 Kecamatan Pengasih telah menerapkan Kurikulum Merdeka dengan memberikan kebebasan kepada peserta didik dan guru dalam proses pembelajaran. Guru-guru di sekolah tersebut telah dilatih melalui berbagai pelatihan, termasuk kombel, bimtek, dan webinar untuk mendukung penerapan kurikulum. Proses implementasi meliputi tahapan perencanaan, pelaksanaan, dan evaluasi. Perencanaan pembelajaran dilakukan dengan menyusun modul ajar yang sesuai dengan karakteristik peserta didik, dan menggunakan berbagai sumber belajar, termasuk media digital. Pelaksanaan pembelajaran dengan tahap kegiatan pendahuluan, kegiatan inti, dan kegiatan penutup. Pada tahap evaluasi mencakup assessment diagnostic, assessment formatif dan sumatif. Adapun kendala yang dihadapi, peserta didik mengalami kesulitan dalam memahami materi IPA yang memerlukan penalaran mendalam serta banyak istilah asing, yang mengakibatkan mereka merasa terbebani. Materi IPA yang memerlukan penalaran dan pemahaman, dan memahami istilah asing. Kurangnya sarana dan prasarana menyebabkan keterampilan proses sulit berkembang, media pembelajaran serta bahan ajar menjadi kurang efektif. Pada aplikasi ilmiah terbatasnya situasi nyata yang relevan dengan materi pembelajaran. Adapun Upaya untuk mengatasi kendala tersebut yaitu dengan evaluasi rutin dilakukan untuk menilai pemahaman peserta didik, mendiskusikan materi yang sulit, melakukan pengajaran ulang, dan menambah sumber belajar. Pemenuhan sarana dan prasarana melalui pendataan kebutuhan, penyediaan yang sesuai, serta membangun tanggung jawab peserta didik untuk menjaga fasilitas. Guru inisiatif menyediakan media pembelajaran secara mandiri guna memastikan alat bantu tersedia dan membantu peserta didik memahami materi. Aplikasi ilmiah diperkaya dengan memanfaatkan internet, buku lain, atau kerja sama dengan guru lain untuk memperluas wawasan peserta didik.

IMPLEMENTASI PEMBELAJARAN IPAS PADA KURIKULUM MERDEKA DI SDN GUGUS IV KECAMATAN TEMON TAHUN AJARAN 2023/2024 Pancasari, Tri Dewi; Evitasari, Atika Dwi; Sugiyanta, Geyol
Sindoro: Cendikia Pendidikan Vol. 9 No. 7 (2024): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v9i7.8449

Penelitian ini bertujuan untuk mengetahui implementasi pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) dalam Kurikulum Merdeka di SD Negeri Gugus IV Kecamatan Temon, serta mengidentifikasi tantangan yang dihadapi dan strategi yang diterapkan oleh guru dalam menghadapi perubahan ini. Penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pembelajaran IPAS telah direncanakan dan dilaksanakan sesuai pedoman Kurikulum Merdeka, meskipun aspek diferensiasi pembelajaran belum sepenuhnya tercermin. Tantangan utama yang dihadapi adalah rendahnya minat baca peserta didik, keterbatasan sarana prasarana, dan kesulitan guru dalam memilih media pembelajaran yang sesuai dengan kebutuhan peserta didik. Strategi yang digunakan untuk mengatasi kendala ini mencakup penyelenggaraan kegiatan literasi, pemanfaatan media pembelajaran alternatif, dan penggunaan model pembelajaran aktif seperti Problem-Based Learning (PBL) dan Cooperative Learning. Penelitian ini memberikan wawasan tentang pentingnya dukungan yang berkelanjutan untuk guru dalam bentuk pelatihan dan pengembangan sumber daya pendidikan, guna meningkatkan efektivitas pembelajaran IPAS di sekolah dasar. Research This study aims to determine the implementation of learning and Social Sciences (IPAS) learning in the Merdeka Curriculum at SD Negeri Gugus IV in Temon Sub-district, as well as identifying the challenges faced and strategies used. Temon, as well as identifying the challenges faced and the strategies applied by teachers in dealing with these changes. applied by teachers in dealing with these changes. The research used descriptive qualitative approach with observation, interview, and documentation techniques. documentation. The results showed that IPAS learning has been planned and implemented according to the Merdeka Curriculum guidelines, although the differentiation aspect of learning has not been fully reflected.learning differentiation has not been fully reflected. The main challenges faced faced are students' low interest in reading, limited infrastructure and facilities, and teachers' difficulty in choosing learning media that suits the needs of students. learners' needs. The strategies used to overcome these obstacles include organizing literacy activities, utilizing alternative learning media, and the use of active learning models such as Problem-Based Learning (PBL) and Cooperative Learning. and Cooperative Learning. This research provides insight into the importance of the importance of ongoing support for teachers in the form of training and development of educational educational resources, in order to improve the effectiveness of IPAS learning at primary schools.

MEDIA ASSEMBLR EDU TERHADAP MINAT BELAJAR IPAS DI SEKOLAH DASAR Melina, Cici; Utaminingtyas, Siwi; Evitasari, Atika Dwi
Sindoro: Cendikia Pendidikan Vol. 9 No. 9 (2024): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v9i8.8571

Penelitian ini bertujuan untuk mengembangkan media Audio-Visual Assemblr Edu pada pembelajaran IPAS kelas IV di SD N Brosot serta untuk mengetahui kelayakan media Audio-Visual Assemblr Edu pada pembelajaran IPAS yang dikembangkan untuk peserta didik kelas IV SD N Brosot. Metode yang digunakan dalam penelitian ini adalah penelitian dan pengembangan atau Research and Development (R&D) menurut Sugiono dengan 5 langkah pengembangan yaitu analisis, perencanaan, pengembangan, implementasi, dan evaluasi. Instrumen pengumpulan data menggunakan validasi kelayakan ahli media dan ahli materi. Subjek uji coba produk media Audio-Visual Assemblr Edu ini berjumlah 27 peserta didik kelas IV SD N Brosot. Berdasarkan hasil penelitian, produk media Audio-Visual Assemblr Edu pada pembelajaran IPAS layak menurut hasil berikut: Uji kelayakan ahli materi mendapatkan 94% dengan kategori “Sangat Layak”. Uji kelayakan ahli media mendapatkan 78% dengan kategori “Layak”. Respon media Audio-Visual Assemblr Edu oleh peserta didik mendapatkan skor 4,59 dengan kategori “Sangat Baik” untuk uji coba skala kecil, dan skor 4,65 dengan kategori “Sangat Baik” untuk uji coba skala besar. Media pembelajaran Audio-Visual Assemblr Edu efektif digunakan untuk meningkatkan minat belajar IPAS kelas IV SD N Brosot. Uji paired sample t-test menunjukan nilai signifikan sebesar 0,000 < 0,05, sehingga dapat disimpulkan ada perbedaan signifikan pada minat belajar sebelum dan sesudah menggunakan media Audio-Visual Assemblr Edu.

Karakteristik dan problematika siswa sekolah dasar Evitasari, Atika Dwi
JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan Vol 10, No 2 (2024): JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpiuns.v10i2.87052

Abstract. Learning in elementary school is different from the learning process at other levels of education. Learning in elementary schools considers aspects of elementary school student development which consist of aspects of physical development, emotional development, social development and intellectual development. The amount of learning that is not in accordance with learning characteristics will have an impact on the quality of learning and give rise to problems within the scope of elementary school students. The purpose of this writing is to provide information regarding the characteristics and problems of elementary school students. The writing methodology uses the literature study method. Based on the studies that have been presented, there are types of development of elementary school students that teachers need to know, namely physical, emotional, social and intellectual development. Meanwhile, problems with elementary school students in Indonesia include disruption of children's social-emotional development, weak character education for children, and violence against children.Keywords: characteristics, problems, elementary school students

PENDAMPINGAN PENYUSUNAN RPP “SATU HALAMAN” BAGI GURU SEKOLAH DASAR Evitasari, Atika Dwi; Utaminingtyas, Siwi
INTAN CENDEKIA (Jurnal Pengabdian Masyarakat) Vol 2, No 1 Juni (2021): INTAN CENDEKIA: JURNAL PENGABDIAN MASYARAKAT
Publisher : Yayasan Pendidikan Intan Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstrak. Tujuan dilaksanakan kegiatan ini adalah mendampingi guru-guru dalam menyusun RPP “satu halaman” dengan baik. Sasaran dari kegiatan pendampingan ini adalah guru Sekolah Dasar. Kegiatan yang dilaksanakan menggunakan metode ceramah, tanya jawab, simulasi, dan latihan. Kegiatan pendampingan yang telah dilakukan diperoleh bahwa peserta sudah mampu menyusun RPP sesuai dengan Surat Edaran Menteri Pendidikan dan Kebudayaan Nomor 14 Tahun 2019. RPP tersebut hanya terdiri dari tiga komponen utama yaitu (1) tujuan pembelajaran; (2) kegiatan pembelajaran; dan (3) penilaian pembelajaran. Ada beberapa hal yang ditemukan selama kegiatan pendampingan penyusunan RPP adalah sebagai berikut (1) RPP yang disusun oleh peserta masih lebih dari “satu halaman”; (2) Beberapa tujuan pembelajaran yang disusun belum mengikuti format Audience, Behavior, Condition, dan Degree (ABCD); (3) Beberapa peserta masih kesulitan memilih model pembelajaran yang tepat; (4) Adanya beberapa aktivitas belajar peserta didik yang belum sesuai dengan sintaks atau langkah-langkah model pembelajaran yang dipilih; dan (5) Beberapa peserta masih kebingungan dalam menentukan penilaian terkait kompetensi afektif (sikap) dan psikomotor (keterampilan) mengingat kegiatan pembelajaran dilakukan secara daring.Kata Kunci: RPP, surat edaran, Nomor 14 Tahun 2019. Abstract. The purpose of this activity is to assist teachers in preparing a “one page” lesson plan properly. The target of this mentoring activity is elementary school teachers. Activities carried out using the lecture method, question and answer, simulation, and exercises. Assistance activities that have been carried out show that participants have been able to prepare RPP in accordance with the Circular of the Minister of Education and Culture Number 14 of 2019. The RPP only consists of three main components, namely (1) learning objectives; (2) learning activities; and (3) learning assessment. There are several things that were found during the RPP preparation assistance activities, which are as follows (1) The lesson plans compiled by participants are still more than “one page”; (2) Some of the learning objectives that have been prepared have not followed the Audience, Behavior, Condition, and Degree (ABCD) format; (3) Some participants still have difficulty choosing the right learning model; (4) There are several learning activities of students that are not in accordance with the syntax or steps of the selected learning model; and (5) Some participants are still confused in determining assessments related to affective (attitude) and psychomotor (skills) competencies considering that learning activities are carried out online.Keywords: lesson plan, circular letter, Number 14 of 2019.

PENERAPAN PEMBELAJARAN IPAS DALAM KURIKULUM MERDEKA DI SEKOLAH DASAR Evitasari, Atika Dwi; Pancasari, Tri Dewi; Sugoyanta, Geyol
JRPD (Jurnal Riset Pendidikan Dasar) Vol 8, No 1: APRIL (2025)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jrpd.v8i1.16681

Kurikulum Merdeka merupakan kurikulum yang memberikan fleksibilitas bagi guru dan peserta didik untuk mengatur lingkungan belajarnya. Dalam Kurikulum Merdeka penerapan pembelajaran IPA saat ini digabung dengan pembelajaran IPS menjadi IPAS dengan tujuan untuk memberikan peserta didik pemahaman yang lebih menyeluruh tentang hubungan antara fenomena alam dan sosial di lingkungan sekitar mereka. Tujuan penelitian ini yaitu 1) mengeksplorasi penerapan pembelajaran IPAS dalam Kurikulum Merdeka; 2) mengidentifikasi hambatan-hambatan yang dihadapi dalam penerapan pembelajaran IPAS; dan 3) menganalisis solusi dalam mengatasi hambatan-hambatan penerapan pembelajaran IPAS. Penelitian menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data wawancara semi tertruktur, observasi nonpartisipan, dan dokumentasi. Subjek penelitian berasal dari kepala sekolah, guru, dan siswa yang dipilih melalui teknik purposive sampling. Analisis data menggunakan interactive model. Penerapan pembelajaran IPA dalam kurikulum Merdeka sudah berjalan, namun masih diperoleh beberapa masalah terkait implementasi pembelajaran IPA dalam Kurikulum Merdeka yaitu terkait 1) kegiatan apersepsi; 2) pembelajaran berdiferensiasi; 3) asesmen diagnostik; dan 4) pembelajaran IPA dengan IPS masih diselenggarakan secara terpisah. Hambatan yang muncul pelaksanaan IPA dalam Kurikulum Merdeka adalah terbatasnya fasilitas, media, sumber belajar IPA serta belum tersedianya laboratorium. Solusi yang telah dilakukan guru memanfaatkan media dan sumber belajar yang ada di lingkungan sekitar.. Penelitian selanjutnya dapat difokuskan bagaimana permasalahan yan dihadapi guru dalam merancang pembelajaran berdiferensiasi pada pembelajaran IP

THE EFFECT OF THE PANCASILA LERNER PROFILE REINFORCEMENT PROJECT ON LEARNER CREATIVITY Luluk Wisniwati; Evitasari, Atika Dwi; Palupi, Yulia
JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini) Vol. 6 No. 01 (2025)
Publisher : PG PAUD Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp2kgaud.2025.6.01.1-12

This study aims determine the influence of the Pancasila student profile strengthening project on student’s creativity. The research uses Ex post facto quantitative method with regression analysis. The population and sample in this study are students of SD N 2 Sentolo With a sample of 22 students in class V determined using the purposive sampling technique. Data collection was taken through questionnaires and documentation. The collected data were analyzed using a simple linear regression test. The results of this study show that there is a positive and significant influence between the project to strengthen the Pancasila student profile on the creativity of students at SD N 2 Sentolo (p<0.05) with a determination coefficient of 0.419. This can be proven by a simple linear regression equation: Y= 77.644+0.142X stated that H1 is accepted H0 rejected. Therefore, it can be concluded that there is an influence of the Pancasila student profile strengthening project on the creativity.

Misconceptions of the Pancasila Student Profile Strengthening Project by Teachers at the Sekolah Penggerak Utami, Asih; Yunaini, Norma; Trisnani, Novy; Farid, Mohammad Ghufroni; Evitasari, Atika Dwi; Agus Kichi Hermansyah
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 9 No. 4 (2025): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v9i4.72

The Pancasila Student Profile is a descriptive framework that formulates the characteristics, attitudes, and fundamental values that are expected to be embedded in every student in Indonesia. This profile is formed based on the appreciation and practice of Pancasila values as the moral and ideological foundation of the nation. The Pancasila student profile has six elements, including (1) faith, fear of God Almighty, and noble character, (2) independence, (3) mutual cooperation, (4) global diversity, (5) critical reasoning, and (6) creativity. Although the Pancasila student profile is integrated into all intracurricular, co-curricular, extracurricular and habituation activities at school, the assessment of the Pancasila student profile is more focused on co-curricular activities, namely the project to strengthen the Pancasila student profile. This study aims to describe common misconceptions related to the project of strengthening the Pancasila student profile by teachers. The research method uses descriptive quantitative research, namely using questionnaires and interviews. The results of the study show that there is a misconception of teachers' understanding of PSPSP. These misconceptions are found in S2, S9, S1, S6, S10 and S5. The findings of teachers' misconceptions related to PSPSP encourage several important implications. Intensive socialization and training for teachers is needed, structured learning guides and modules, monitoring and evaluation are needed to ensure the suitability of practices with the goals and values of the Pancasila student profile.

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