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All Journal JURNAL PROFESI KEGURUAN Al Ishlah Jurnal Pendidikan
Moh. Fathurrahman
Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementasi Projek Penguatan Profil Pelajar Pancasila (P5) pada Kurikulum Merdeka di SD Nasima Kota Semarang Tri Sulistiyaningrum; Moh. Fathurrahman
widiyanto Vol 9, No 2 (2023): JPK, Jurnal Profesi Keguruan
Publisher : LP3 Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v9i2.42318

Abstract

Penelitian ini bertujuan untuk mengetahui implementasi kegiatan Projek Penguatan Profil Pelajar Pancasila (P5) di SD Nasima Semarang dan dampaknya kepada peserta didik. Metode kualitatif dengan pendekatan deskriptif merupakan metode yang digunakan. Data dikumpulkan melalui wawancara terhadap 2 orang guru pengajar kelas IV dan V yang telah menerapkan kurikulum merdeka dalam pembelajaran dan 5 peserta didik kelas IV dan V sebagai peserta kegiatan P5. Dalam penerapan kurikulum merdeka, peserta didik membuat atau mengimplementasikan projek. Pelaksanaan kegiatan P5 merupakan salah satu kegiatan projek kurikulum merdeka. Kegiatan yang dilaksanakan di SD Nasima bertema Kearifan Lokal “Melestarikan Budaya Wayang Orang” menghasilkan projek kegiatan P5 berupa 1) pembuatan mind mapping dan diskusi tentang wayang dengan pengembangan sendiri berdasarkan materi yang disajikan wali kelas; 2) presentasi mind mapping di aula sekolah dan dilombakan; 3) pementasan wayang orang oleh peserta didik di aula sekolah dengan lakon "Gatotkaca lahir".This study aimed to find out the implementation of the Projek Penguatan Profil Pelajar Pancasila (P5) in Nasima Elementary School Semarang and its impacts on the students. Qualitative method with descriptive approach is the method used. The data collecting method used an interview with two interviewees teachers in fourth and fifth grades by applying Kurikulum Merdeka and five fourth and fifth-grade students as P5 participants. During this activity, the students had to make or implement the project. One of the Kurikulum Merdeka Project activities was the implementation of the P5 activity. The activity themed on Local wisdom “Melestarikan Budaya Wayang Orang” showed that in the form of 1) making mind mapping and discussing Wayang with self-development based on the materials that the home teacher gave; 2) competition of presenting mind mapping in the school; 3) wayang orang performance by the students with the title “The Born of Gatotkaca.” 
Integrating Character Education and Technology in Elementary Schools: A Qualitative Study of Curriculum Implementation Danun Reyhan Ardiansyah; Moh. Fathurrahman
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7187

Abstract

Character education is a key component of Indonesia’s Merdeka Curriculum, which emphasizes the integration of Pancasila values into daily learning. However, effectively connecting character habituation with digital technology in elementary education remains a challenge.This qualitative case study was conducted at SD Negeri Sekaran 01 in Semarang, involving 26 participants: one principal, a curriculum coordinator, four subject teachers, and 20 fourth-grade students. Data were gathered through observations, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model.The study identified three main strategies for integrating character education with technology. First, routine habituation activities—including the 5S program (smile, greet, courtesy), morning prayers, literacy sessions, and singing national songs—reinforce discipline and nationalism. Second, project-based learning via the Pancasila Student Profile Projects cultivates collaboration, responsibility, and critical thinking. Third, ICT integration, starting in grade four, supports digital literacy, autonomy, and ethical technology use. Students responded positively to digital learning environments, finding them engaging and conducive to developing personal responsibility and curiosity.The integration of character education and ICT effectively supports the development of adaptive, religious, and disciplined learners aligned with 21st-century competencies. To sustain this hybrid model, teachers must design structured digital routines, curriculum developers should formally incorporate technology use, and policymakers need to ensure ongoing teacher training and ICT infrastructure.
Co-Authors Danun Reyhan Ardiansyah Tri Sulistiyaningrum