Pendidikan Pancasila Dalam Kurikulum Merdeka

Yuniarto, Bambang; Lama’atushabakh, Marwah; Maryanto, Maryanto; Habibi, Amar

doi:10.36418/jurnalsosains.v2i11.522

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…Information collection is carried out within a certain period with the time of collection when the data takes place and after the data is completed using qualitative data analysis. Based on the Miles and Huberman model, there are basic steps to analyze in the form of applying interactive patterns which will become the basic foundation of this research, namely: (1) data grouping, (2) data summarization, (3) data validation and (4) drawing conclusions (Yuniarto et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

Implementation of the Pancasila Values Towards Implementation of the Merdeka Curriculum in Indonesian Education System

Lukitoyo,

Sembiring,

Kurniawan

2023

JUPIIS

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The research background can be seen from the curriculum which continues to experience changes as a result of the very rapid progress of the times, especially in the Indonesian education system which must be in harmony with the values of Pancasila, namely, in order to develop oneself in terms of abilities, skills, ethics and morals. In research reports, the authors apply qualitative research methods that use literature library research (literature study) where researchers take secondary data sources to collect related information about subjects and issues with data analysis techniques from the Miles and Huberman model, namely using qualitative data analysis. In the national education system, Pancasila values are nationally placed as a guideline for achieving educational goals, the system that refers to the implementation components is the 1945 Constitution and Pancasila which is used as the foundation of the state education system. As a consequence of improvements related to the addition of the previous curriculum, instructions for implementing the Merdeka Curriculumwere given as part of learning recovery (recovery of learning), as stated in Kemendikbudristek Decree No. 56 of 202. Based on this, the author tries to provide additional knowledge about the current education system which implements Pancasila values in implementing the Merdeka Curriculum. Merdeka Learning must be able to liberate students, educators, and educational institutions in a more effective system to advance the quality of education in Indonesia.

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Section: Methodsmentioning

confidence: 99%

Implementation of the Pancasila Values Towards Implementation of the Merdeka Curriculum in Indonesian Education System

Lukitoyo,

Sembiring,

Kurniawan

2023

JUPIIS

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“…Tetapi juga membentuk karakter siswa agar memiliki kemampuan dan kompetensi kewarganegaraan yang baik, dengan rasionalisasi, tidak hanya berfokus pada penguasaan civic knowledge, tetapi komprehensif, termasuk pada penguasaan civic disposition dan civic skills, sehingga menjadi warga negara yang beradab (civic virtue) Tentu, bangsa ini akan mendapat berbagai manfaat positif, apabila kebijakan kampus merdeka diterapkan dengan penuh komitmen dan tidak prosedural. Khususnya yang bentuk pembelajaran dalam konsep kampus merdeka yang berkaitan langsung dengan masyarakat atau yang menjadi objek kajian Pendidikan Kewarganegaraan dimensi sosiokultural (Yuniarto et al, 2022).…”

Section: Penilaianunclassified

Analisis Implikasi Perubahan Kurikulum Terhadap Pembelajaran PPKn Pada Sekolah Jenjang SD

EL Madani,

Kurnia

2023

AoSSaGCJ

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In writing scientific papers based on literature studies, it is hoped that it will be able to overcome confusion over the problem of curriculum policies which often change, which are policies from the government under the pretext of the times and technology so that the curriculum must also always experience changes. The curriculum has a dynamic nature and continues to be developed or adapted according to the context and needs of students to build competencies or abilities according to the present and the future. What is needed in the educational process in curriculum development is that it is hoped that all educational academics will be able to collaborate with the community to organize socialization for all components of society, namely the role of parents, communities and schools must place needs, opinions, experiences, learning outcomes and the interests of students as curriculum development because The curriculum is designed for the needs of learners. In the subjects there were also changes in terms of the naming of the subjects which were originally Pancasila Education and Citizenship changed their names to Pancasila Education, in the contents of the content of the lesson values also added the profile of Pancasila students as strengthening character values, implementing Pancasila personality as an example in the behavior of daily life - day. By changing the curriculum, of course, it can further improve the understanding of learning material, create a new view of learning programs that should be carried out, be more flexible, concise and efficient and be able to answer challenges in the world of education in the current era of digital technology development. So each curriculum in its implementation requires evaluation every year in order to determine the level of success of the learning process of students.

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“…Penilaian ini dilakukan di ruang kelas. f. Dimensi Kreatif Kreatif yaitu siswa menciptakan hal baru, berinovasi secara mandiri, dan mempunyai rasa cinta terhadap kesenian dan budaya (Yuniarto et al, 2022). Guru dan orang tua dapat bekerja sama untuk menumbuhkan kreativitas siswa dengan membiarkan mereka mengekspresikan diri melalui minat mereka.…”

Section: B Dimensi Berkebhinekaan Globalunclassified

Faktor Pendukung dan Penghambat Implementasi Profil Pelajar Pancasila di Kelas IV SD Negeri Pesantren

Intania,

Raharjo,

Yulianto

2023

Cetta

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This study aims to describe the implementation of Pancasila class IV student profiles at SD Negeri Islamic Boarding Schools and the supporting and inhibiting factors for the implementation of Pancasila student profiles for class IV SD Negeri Pesantren. The research method used is a qualitative approach with a phenomenological research design. Data collection techniques used are observation, interviews, and documentation. The results of this study are as follows. Implementing the Pancasila Student Profile could be more optimal because of obstacles and problems. In the process of learning Pancasila education in class, teachers try to use various learning models in direct teaching that students can accept, involving students in emphasizing opportunities to consider values, reflection, and learning, which is usually the teacher and the curriculum. Second, the teacher's efforts to overcome obstacles and problems must try to approach students and make themselves role models for school members. Teachers can use the time to achieve the expected learning objectives, related to the limitations of learning media that can be replaced if students still have difficulty understanding the material, and create a comfortable and conducive classroom atmosphere by communicating and interacting with students.

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Pendidikan Pancasila Dalam Kurikulum Merdeka

Cited by 3 publications

References 6 publications

Implementation of the Pancasila Values Towards Implementation of the Merdeka Curriculum in Indonesian Education System

Implementation of the Pancasila Values Towards Implementation of the Merdeka Curriculum in Indonesian Education System

Analisis Implikasi Perubahan Kurikulum Terhadap Pembelajaran PPKn Pada Sekolah Jenjang SD

Faktor Pendukung dan Penghambat Implementasi Profil Pelajar Pancasila di Kelas IV SD Negeri Pesantren

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