Analisis Dimensi Kolaborasi dalam Profil Lulusan melalui Proyek Siswa Kelas V SD Negeri Gajah 1

Intan Nur Aini (Universitas Muria Kudus)
Erik Aditia Ismaya (Universitas Muria Kudus)
Ika Ari Pratiwi (Universitas Muria Kudus)

Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Vol. 7 No. 4 (2026): November (In Press)

The Merdeka Curriculum places the Graduate Profile as a central reference for shaping students' character, with collaboration recognized as one of its key dimensions essential for preparing students to work effectively with others in an increasingly interconnected world. However, the development of this collaborative competence in practice, particularly through project-based learning such as the Graduate Profile Project (P8), still requires further empirical investigation at the elementary school level. This study aims to analyze the collaboration dimension in the Graduate Profile through the Graduate Profile Project (P8) for fifth-grade students of Gajah 1 Elementary School. The study used a qualitative approach with a case study method. The research subjects consisted of fifth-grade teachers and fifth-grade students. Data collection was carried out through observation, interviews, and documentation, then analyzed using the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing. Data validity was obtained through source and method triangulation techniques. The results of the study indicate that the collaboration dimension developed well through the implementation of the Graduate Profile Project (P8) with the theme of Environmental Care. This development is shown through five indicators, namely cooperation, social coordination, sharing, positive interdependence, and concern. Various project activities, such as Tabulapot, Healthy Saturday, group discussions, and collaborative games, provide opportunities for students to share tasks, help each other, respect opinions, communicate effectively, and be responsible for completing group assignments. Teachers act as facilitators and role models in building a collaborative culture through habituation and project-based learning. Thus, the implementation of the Graduate Profile Project (P8) contributes to developing the collaborative character of students in accordance with the Graduate Profile, so that students are able to work together effectively, have social awareness, be responsible, and actively achieve common goals.