PEDAGOGICAL TRANSFORMATION IN PANCASILA EDUCATION: A CRITICAL ANALYSIS OF DEEP LEARNING IMPLEMENTATION IN THE INTERNALIZATION OF PANCASILA VALUES AT SDN 04 BENUA KAYONG

Martina (Universitas PGRI Pontianak)
Siswandi (Universitas PGRI Pontianak)

SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL

Indonesia's educational reform through the Kurikulum Merdeka has encouraged the adoption of Deep Learning principles in classroom practice, particularly through the pedagogical triad of Mindful, Meaningful, and Joyful Learning. These three dimensions are expected to support not only students’ active participation but also deeper understanding, reflective thinking, and meaningful learning experiences. This study aims to analyze the implementation of Mindful, Meaningful, and Joyful Learning in Pancasila Education and to identify the challenges encountered in its classroom implementation. This study employed a qualitative single instrumental case study at SDN 04 Benua Kayong, Ketapang Regency. The participants consisted of one Grade 2 teacher and 25 students. Data were collected through classroom observations, interviews, and document analysis, focusing on observable learning practices and assessment processes. The data were analyzed descriptively to identify patterns related to the implementation of the three dimensions of Deep Learning. The findings revealed three main patterns. First, Joyful Learning was successfully implemented and contributed to increased student engagement and active participation. Second, the implementation of Mindful and Meaningful Learning remained limited, as learning activities tended to emphasize students’ physical involvement rather than cognitive depth, reflection, and higher-order thinking. Third, assessment practices remained vulnerable to subjective bias, particularly the Halo Effect, potentially affecting assessment validity and objectivity. The findings indicate that the implementation of Deep Learning in Pancasila Education requires stronger cognitive scaffolding and reflective learning strategies, including the use of Socratic dialogue, to facilitate deeper thinking and meaningful learning. However, because this study employed a single-case design, the findings are context-specific to SDN 04 Benua Kayong and should not be generalized to all elementary school settings.