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All Journal International Journal of Multidisciplinary Research and Literature (IJOMRAL) Jurnal Sosio dan Humaniora
Wachid Pratomo
Universitas Sarjanawiyata Tamansiswa Yogyakarta
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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INTERNALIZING THE VALUES OF PANCASILA THROUGH THE KUDA KEPANG DANCE: A CONTEXTUAL AND CHARACTER-BASED LEARNING MODEL IN ELEMENTARY SCHOOLS Nur Khayati; Rusnoto Susanto; Wachid Pratomo; Kristi Wardani Khayati
International Journal of Multidisciplinary Research and Literature Vol. 5 No. 4 (2026): INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND LITERATURE
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ijomral.v5i4.453

Abstract

Pancasila learning in elementary schools (SD) often faces challenges in the form of a conventional approach that is monotonous and focused solely on memorization of material. This results in weak internalization of Pancasila values ​​in students' daily lives. This article aims to disseminate ideas and practices for renewing Pancasila learning through the integration of a Project-Based Learning (PjBL) model based on local wisdom within the Merdeka Curriculum framework. This research uses a qualitative approach through literature review and analysis of good practices of Pancasila learning based on Project-Based Learning (PjBL) and local wisdom in elementary schools. Data were obtained from policy documents, journals, books, and related research results. The analysis was conducted using content analysis techniques, while data validity was maintained through source triangulation. The results of the study indicate that the reconstruction of Pancasila learning through a PjBL approach based on local wisdom is able to transform learning from a theoretical nature to a contextual, meaningful, and enjoyable one. Project-based activities provide space for students to explore the values ​​of mutual cooperation, social justice, and global diversity in a real-life manner. Through structured learning syntax, students not only understand Pancasila as knowledge (moral doing), but also feel it (moral feeling) and repeat it in real actions (moral action).
PERAN GURU DALAM MENANAMKAN NILAI-NILAI BHINNEKA TUNGGAL IKA PADA MATA PELAJARAN PENDIDIKAN PANCASILA KELAS II DI SDN PUTREN PLERET BANTUL Fendy Bayu Setyoaji; Nadziroh; Chairiyah; Wachid Pratomo
Jurnal Sosio dan Humaniora (SOMA) Vol 5 No 1 (2026): JURNAL SOSIO DAN HUMANIORA : SOMA
Publisher : LPPM Politeknik Pajajaran ICB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59820/soma.v5i1.586

Abstract

This study aims to describe: (1) the role of teachers in instilling Bhinneka Tunggal Ika values in Pancasila Education for Grade II students at SDN Putren Pleret Bantul; (2) the supporting and inhibiting factors; and (3) the efforts to overcome the obstacles. This research employed a qualitative approach with a descriptive design. Data were collected through interviews, observations, and documentation involving the school principal, the Grade II teacher, and selected Grade II students. Data validity was ensured through source, technique, and time triangulation, while data analysis followed four stages: data collection, data reduction, data presentation, and conclusion drawing. The results show that: (1) teachers performed seven interconnected roles — as a role model demonstrating inclusive and tolerant behavior, an educator designing holistic character-based learning, an instructor applying engaging methods, a mentor providing personal guidance, a facilitator creating collaborative environments, an evaluator using holistic assessment, and a motivator using praise and inspiring stories; (2) supporting factors included adequate facilities such as projectors and diversity posters, school policies integrating Pancasila values, and parental involvement, while inhibiting factors included limited instructional time, insufficient specialized teacher training, and negative influences of social media; (3) efforts to address these challenges included strengthening teacher training, integrating innovative learning methods, collaborating with parents, and implementing digital media literacy education.
Co-Authors Chairiyah Fendy Bayu Setyoaji Kristi Wardani Khayati Nadziroh Nur Khayati Rusnoto Susanto