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STRENGTHENING THE AFFECTIVE SPACE IN THE IMPLEMENTATION OF

PANCASILA STUDENT PROFILES AT THE MUHAMMADIYAH KEPONG

MALAYSIA GUIDANCE SCHOOL

Aisyah R.D.N. Padang

, Suci Perwita Sari

, Ismail Saleh Nst

, Dewi Kesuma Nasution

1, 2, 3, 4

Muhammadiyah University of North Sumatra

Email: [email protected]

Emails: [email protected]

ABSTRACT

The purpose of this study was to determine the Strengthening of the Affective Domain in the

Implementation of Pancasila Student Profiles in the Kepong Muhammadiyah Muhammadiyah

Guidance Center, Malaysia. This research is a qualitative field research. The method or approach

used is descriptive research, which means the researcher tries to find the elements, characteristics,

characteristics of a phenomenon. This research was carried out by the Muhammadiyah Kepong

Malaysia Guidance Center. Determination of informants in this study using a purposive sampling

technique, namely how to determine informants who have been determined deliberately according

to predetermined criteria. Researchers will record, record, and observe the behavior of these

informants. The informants in this study were school principals, educators, and students of the

Muhammadiyah Kepong Malaysia Guidance Studio. The types and sources of data are in the form

of Primary data and Secondary data. Primary data was obtained directly through interviews with

sources from research informants, namely school principals, education staff and students of

Muhammadiyah Kepong Malaysia Learning Studio. Secondary data is research supporting data such

as documents, activity results reports, through words and actions from research informants and

research subjects related to the implementation of the Merdeka Learning Program Through Pancasila

Student Profiles at the Kepong Muhammadiyah Muhammadiyah Guidance Center, Malaysia. Data

collection techniques in this study are through observation, interviews, and documentation. The

interview technique in this study used a structured interview technique, in which the interviewer

determined the problems and questions to be asked, in other words, the researcher already knew the

information would be obtained and had written down the questions in the interview guide. The results

of this study indicate that the implementation of the Pancasila Student Profile in the Muhammadiyah

Kepong Malaysia Guidance Studio is implemented through the Pancasila Student Profile

Strengthening Project (P5) using a project-based approach. Students are invited to identify problems

that exist around them and create projects to solve them. The Implementation of the Project to

Strengthen Pancasila Student Profiles Muhammadiyah Kepong Malaysia Guidance Workshop

consists of 3 themes, namely: Local wisdom, sustainable living, and entrepreneurship. Factors

supporting the implementation of the Pancasila Student Profile in the Kepong Muhammadiyah

Muhammadiyah Guidance Center, Malaysia, namely: 1). Collaboration of all school parties, 2).

Student participation. The inhibiting factors for the implementation of the Pancasila Student Profile

in the Muhammadiyah Kepong Malaysia Guidance Center are: 1). Different characteristics of

students, 2) Number of student ratios, 3). Lack of accompanying teachers, 4). New curriculum.

Keywords: Affective Domain, Implementation of Pancasila Student Profile.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

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INTRODUCTION

Indonesia is a unitary state consisting of a diversity of ethnicities, races, religions,

regional languages, customs and arts as well as tens of thousands of islands. This diversity

can be united with the motto of the Indonesian state, namely Bhinneka Tunggal Ika, which

means that although they are different, they are still one. Indonesia is based on Pancasila

which is the cornerstone of the establishment of a country. As a nation with Bhinneka

Tunggal Ika, we must be able to instill Pancasila values so that they are maintained until the

end. Therefore, as the next generation of our nation, we really have to prepare ourselves so

that we can face and be able to compete in all fields in welcoming a progressive life. Of

course, by continuing to bring Indonesia to be better without putting aside the characteristics

of the Indonesian nation. Meanwhile the values developed in character education come from

religion, Pancasila, culture, and the goals of National Education (Anwar, 2018).

Pancasila as the basis of the state plays an important role in the life of the nation in

addressing the ever-evolving era because the values contained in Pancasila can be developed

in tandem with the life of the Indonesian nation. (Sabina, Dewi, & Furi, 2021). The people

here need to understand Pancasila to be implemented in everyday life. Pancasila as a basis

for state philosophy, the Pancasila precepts are a value system, therefore the Pancasila

precepts are essentially a unity (Nurdiyana, 2020). In this modern era, there are many

negative influences on a country as a result of globalization, one of which is the fading of

Indonesia's noble values. With all the negative influences that enter, one of which is the

influence of foreign culture that is contrary to the values of Pancasila. Many citizens who do

not understand Pancasila even forget Pancasila in their lives, due to the negative influence

of globalization (Handayani & Dewi, 2021).

The Kepong Guidance Center was founded by the head of the Special Muhammadiyah

Branch (PCIM) Malaysia. The establishment of this Guidance Studio is in conjunction with

the non-formal education program of the government of the Republic of Indonesia through

the Ministry of National Education which aims to ensure that children of Indonesian citizens

who are undocumented get the opportunity to study and go to school. Through this studio,

these children will be able to study according to the national curriculum, and get a National

identification number in due time and can have a school diploma just like participating in

the national education system (Akmalia, 2021). The target for the establishment of this

Guidance Center is children of Indonesian citizens who do not yet have complete identity

documents due to their family and economic conditions. The teachers in the Guidance Studio

are several volunteers who are housewives, Indonesian students, and sympathizers of

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Muhammadiyah and Aisyiyah Malaysia. Currently, the Muhammadiyah guidance center

consists of 7 classes, namely 1 early childhood class and 1st to 6th grade.

Then, another research was conducted by Juliani Asarina Jehan and Bastian Adolf

(2021) entitled Character Education as an effort to create Pancasila students. The results of

his research explain that Character Education is a system that instills character values in

students, which contains elements of knowledge, individual awareness, determination, as

well as the willingness and action to carry out values, both towards God, oneself, fellow

human beings, the environment, and the nation, which is an obligation for all parties. So that

the effort to create a Pancasila Student Profile is not only a movement in the education

system, but also a social movement. Success in realizing the Pancasila Student Profile will

be achieved if parents, educators, students, and all agencies in society collaborate and work

together to achieve it (Jehan Juliani & Bastian, 2021).

Another research was conducted by Savitri Aini Shifana and Dewi Dinie Anggraeni

(Savitri & Dewi, 2021), where the results of their research explained that the flow of

globalization cannot be stopped, with all the impacts it should have a positive influence.

However, the influence of globalization has turned out to have many negative influences on

the culture of the Indonesian nation. Therefore, cultivating Pancasila values needs to be

pursued. We must be selective in following the development of globalization so that the

noble values of the Indonesian nation are maintained.

Indonesian students always think and are open to pluralism and differences, and

actively contribute to improving the quality of human life as part of the citizens of Indonesia

and the world. As part of the Indonesian nation, Indonesian students have an identity as a

representation of the nation's noble culture, respect and preserve their culture, while

interacting with various other cultures. He cares about his environment and uses the existing

pluralism as a force to live together. Indonesian students are independent students, take

initiative and are ready to learn new things, and are persistent in achieving their goals.

Indonesian students like and are able to reason critically and creatively. He analyzes

problems using scientific thinking principles and applies alternative solutions innovatively.

He is actively looking for ways to continuously improve his own capacity and to be reflective

so that he can continue to develop himself and contribute to the nation, the state and the

world. There are six elements in the Pancasila Student Profile, namely: noble character,

global diversity, independence, mutual cooperation, critical thinking, and creative. These six

elements are seen as a single unit that supports and is continuous with one another.

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One form of implementation of the Pancasila student profile is students who always

practice Pancasila values such as piety to God by doing worship according to their religion.

The example of implementing the Pancasila student profile above must be accompanied by

the fulfillment of facilities and infrastructure for places of worship and the role of the teacher

in regulating worship time by holding absences and sanctions for violators. So as to make

students accustomed to being orderly in the process and building a person who is devoted to

God. As it should be, the application requires a conceptual or description that is structured

and guaranteed to succeed.

This research is motivated by the weakening role of the younger generation, especially

the students of the Muhammadiyah Kepong Malaysia Guidance Studio in applying the

values of Pancasila, the attitude of loving the motherland and defending the country and the

lack of understanding of students regarding the values contained in Pancasila so that they

commit deviant acts. such as violating school rules, daring to teachers and others. The

deviation is because students violate the school rules that are made and feel indifferent to

these rules. According to researchers, this problem is very important to study because the

implementation of the independent learning program through the Pancasila Student Profile

is one way to increase the formation of Pancasila-based students. For this reason, the main

focus of attention in this study is Strengthening the Affective Domain in the Implementation

of Pancasila Student Profiles in the Kepong Muhammadiyah Muhammadiyah Guidance

Center, Malaysia.

RESEARCH METHODS

This research is a qualitative field research. The method or approach used is

descriptive research, which means the researcher tries to find the elements, characteristics,

characteristics of a phenomenon. (Wahab, 2013). This research was carried out by the

Muhammadiyah Kepong Malaysia Guidance Center. Determination of informants in this

study using a purposive sampling technique, namely how to determine informants who have

been determined deliberately according to predetermined criteria. Researchers will record,

record, and observe the behavior of these informants. The informants in this study were

school principals, educators, and students of the Muhammadiyah Kepong Malaysia

Guidance Studio. The types and sources of data are in the form of Primary data and

Secondary data (Moleong, 2018). Primary data was obtained directly through interviews

with sources from research informants, namely school principals, education staff and

students of Muhammadiyah Kepong Malaysia Learning Studio. Secondary data is research

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supporting data such as documents, activity results reports, through words and actions from

research informants and research subjects related to the implementation of the Merdeka

Learning Program Through Pancasila Student Profiles at the Kepong Muhammadiyah

Muhammadiyah Guidance Center, Malaysia. Data collection techniques in this study are

through observation, interviews, and documentation (Luthfiyah, 2020). The interview

technique in this study used a structured interview technique, in which the interviewer

determined the problems and questions to be asked, in other words, the researcher already

knew the information would be obtained and had written down the questions in the interview

guide. Documentation studies are carried out by studying documents related to research

problems including books that are relevant to these problems (Gunawan, 2013).

Documentation is extracting information by utilizing, notes, archives, pictures, videos,

photos and other documents, in the documentation the researcher must be able to understand

the meaning implied in the document carefully and thoroughly. Furthermore, the data that

has been collected will be tested for validity using the source triangulation technique in order

to check and compare the degree of trustworthiness of the information obtained from

informants who have been interviewed and those observed by researchers in the field. Then,

the researcher carried out data reduction in the selection process, centralization and

simplification of raw data that emerged from field notes. Furthermore, the researcher

presents the data using narrative text that can be understood by the reader. Finally, the

researcher verifies and draws conclusions from the results of the study (Fadli, 2021).

RESULTS AND DISCUSSION

A. Strengthening the Affective Domain in the Implementation of Pancasila Student

Profiles in the Muhammadiyah Kepong Guidance Center, Malaysia

Pancasila students at the Kepong Muhammadiyah Muhammadiyah Guidance Center

Malaysia are implemented through the Project for Strengthening Pancasila Student Profiles

(P5) using a project-based learning approach. Students will identify problems that exist in

the surrounding environment and create projects to solve them. Based on

KEPDIKMENRISTEK No. 262/M/2022 Regarding changes or decisions of the Minister of

Education and Culture No. 56/M/2022 Concerning guidelines for implementing the

independent curriculum with the aim of restoring learning, projects (P5 are curricular

learning in the form of projects structured to improve skills and develop character in

accordance with the profile of Pancasila students. The application of the Pancasila Student

Profile is supported by Law No. 20 of 2003 in the national education system the new vision

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of the Ministry of Education and Culture is related to independent learning Muhammadiyah

Kepong Malaysia Learning Center supports the implementation of the Pancasila Student

Profile as evidenced by the implementation of the independence curriculum specifically for

class V by facilitating the existence of special subjects, namely the Pancasila Student Profile

Strengthening Project (P5). The flow of the Pancasila Student Profile Strengthening Project

(P5). Schools can form a P5 facilitator team according to the needs of school institutions,

this can be seen from the percentage of the number of students, the number of themes, the

number of teaching hours and the needs of the school.

The steps for forming a team of facilitators or accompanying teachers for the Profile

Project are: 1). The school principal determines a coordinator who can be a vice principal or

a teacher who has experience in implementing projects to be carried out, 2). If there are

sufficient human resources the school project coordinator can form coordination at the class

level, 3). The principal with the Profile Project coordinator gathers educators from each

class, 4) The coordinator collects facilitators to be given directions related to the Pancasila

Student Profile Project to plan teaching modules.

Furthermore, the Muhammadiyah Kepong Malaysia Guidance Studio distributes roles

and responsibilities in managing the Profile Project. The steps are the education unit

preparing the P5 Project design, collaborating with resource persons to broaden insights

regarding the P5 Project, carrying out socialization of the Pancasila Student Profile

Strengthening Project to the education unit environment, students, parents, guardians and

parties who will be made partners, the teacher's workload is maintained (not reduced).

According to the direction of time allocation for the Pancasila Student Profile Project

according to government regulations, it involves mentoring guidance educators by providing

support both in the academic field and the emotional needs of students, providing facilities

and infrastructure that support the continuity of the Pancasila Student Profile Project. Profile

Project Coordinator, the coordinator can be a deputy principal or educator who has

experience in developing projects, leadership skills in managing educational unit Profile

Projects, managing systems needed by facilitators, carrying out teaching collaboration

between educators who are members of the Profile Project facilitator team, implementing

various project flows, making assessment plans according to the criteria.

1. Project Facilitator, pays attention to the learning needs and interests of each student.

provides opportunities for students to take part in planning Project Profiles by

adjusting school readiness, provides space for students to explore contextual issues,

collaborates with students, parents, guardians, partners and all schools, conduct

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assessments that refer to the principles of assessment, provide learning resources for

students, teach skills, process inquiry to students, facilitate access to project processes

that require research, open oneself up to criticism and input, accompany the

implementation of P5 activities, provide space for students to express opinions and

make choices, manage teaching workload in a balanced way between intracurricular

and projects.

2. Identify the level of readiness of the education unit. The head of the education unit

with the facilitating team considers and ensures the level of readiness of the education

unit. The following is an identification of the readiness of the Muhammadiyah Kepong

Malaysia Learning Studio based on the results of interviews with the deputy head of

the Kepong Muhammadiyah Learning Studio curriculum.

3. Determine the dimensions, themes, and time allocation of the Strengthening Pancasila

Student Profile Project. The accompanying teacher determines the focus of the

dimensions of the Pancasila Student Profile and the project theme and arranges the

number of projects along with the allocation of learning hours. (Dimensions and

themes are chosen according to the conditions and needs of the school).

4. Develop project modules. The accompanying teacher makes a project guide based on

the ability of the educational unit level in the preparation of the project module, there

are sub-elements, project objectives and assessments.

5. Designing a strategy for reporting the results of the project. The accompanying teacher

develops a strategy for processing and reporting the results of Strengthening the

Pancasila Student Profile. One of the forms of the Muhammadiyah Kepong Malaysia

Guidance Studio report is the weekly resume of students in implementing the P5

Project and determining the assessment. The relationship between the themes applied

by educational units related to the topic of character dimensions, sub-elements and

phases of the Pancasila Student Profile in order to increase the competence of students

and instill character values is as follows:

a. The theme of a sustainable lifestyle is the dimensions of faith, devotion to God

Almighty and noble character. Sustainable lifestyle with the topic of a clean earth

without waste, students are taught to have the character of love for the environment.

At this stage, students are taught to understand the concept of the implications of

God's creation and understand positive or negative impacts, directly or indirectly,

on the surrounding natural environment, this is included in the character dimension

of the Pancasila student profile, namely faith, piety to God Almighty and noble

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character. Faith and piety are the foundation of a Muslim, before knowing other

things, one must first know, understand and then practice it in daily life. Protecting

the surrounding natural environment and understanding the connectedness of the

earth's ecosystem is included in the sub-element category of protecting the

surrounding natural environment. The dimensions of faith, piety to the one and only

God and noble character have sub-elements, namely: religious morality, personal

morality, morality towards fellow human beings, the natural surroundings and the

country. 2) The Mutual Cooperation Dimension Sustainable lifestyle with the topic

of a clean earth without waste, students are taught to have the character of loving

the environment. At this stage students adapt their attitudes to the behavior of others

so that the purpose of this implementation is to achieve group goals in the

surrounding environment, and to encourage others to work effectively and achieve

common goals. Mutual cooperation is a traditional value that is inherent in

Indonesia, mutual cooperation is a work that is carried out together which is

voluntary, this aims to make the activities carried out run lightly, smoothly and

easily. Dividing roles and aligning actions in groups and keeping actions aligned to

achieve common goals is included in the sub-element category of mutual

coordination. The mutual cooperation dimension has sub-elements namely:

collaboration, caring, sharing. Creative Sustainable lifestyle with the topic of clean

earth without waste, students are taught to have the character of loving the

environment. At this stage, students are taught to be able to make innovations as a

solution to problems in the surrounding environment, such as how to use waste to

keep the environment clean. in the dimension of strengthening the profile of

Pancasila students, namely creative. Creativity is a high-level ability that children

should have. The habituation of the creative side of children will make individuals

creative and able to think and act from one domain or another. Having thoughts in

finding solutions and solving problems is included in the sub-element category of

the Pancasila student profile.

b. Local Wisdom with a global diversity dimension with the topic of mesilaq begawe

drawing and introducing traditional food for students aims to grow and preserve

local culture, especially Sasak culture in this case for students and the local

environment, which is starting to be eroded by global, instant, cultural influences.

and fast paced. At this stage, students are taught to recognize cultural developments

from time to time and their context at the local, regional and national scales. Explain

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the self-identity formed by the nation's culture, which corresponds to the

dimensions of the Pancasila student profile, global diversity. In the Big Indonesian

Dictionary the word bhinneka means diversity, while diversity means differences

in the diversity that exists. This refers to the motto Bhinneka Tunggal Ika, which

means different but still one thing, this is a manifestation of tolerance for differences

in ethnicity, race, religion, etc. Knowing and appreciating culture is a sub-element

of the Pancasila Student Profile in order to deepen culture and cultural identity.

Global Diversity has elements, namely: knowing and appreciating culture, the

ability to communicate and interact with others, reflection on responsibility for the

experience of diversity.

c. Entrepreneurship with a Creative dimension with the topic of entrepreneurship in

the field of agribusiness teaches students to be more productive and productive in

utilizing land. Apart from being used to meet nutritional needs, it can be sold to

improve the economy. At this stage students will explore information related to land

use and plants that are suitable for planting accordingly, students will generate

various ideas to express what is obtained and have thought about the risks by

considering many ethical perspectives of human values this is in accordance with

the dimensions of the Student Profile Pancasila is creative. The individual's level of

creative thinking will be a benchmark for improving the quality of education,

creativity will lead individuals to be able to make comprehensive changes both in

solving life problems that are stressful, frustrating, feeling afraid, emotional.

B. Supporting and Inhibiting Factors of Strengthening the Affective Domain in the

Implementation of Pancasila Student Profiles in the Kepong Muhammadiyah

Muhammadiyah Guidance Center, Malaysia

Factors supporting cooperation between school principals, teachers, students and

parents guardians. This is based on the spirit of togetherness of all parties in the school.

Working together is a joint effort between individuals and groups in order to achieve a

common goal. Character education is a deliberate effort, it is proactively carried out by the

government, schools. Based on the explanation above, we can conclude that character

strengthening education, especially P5, is a real action taken by schools, teachers, the

community to instill good morals.

While the Inhibiting Factor is the character of students who are different. In instilling

character in students at school, of course there are obstacles faced by teachers, especially in

the Muhammadiyah Kepong Malaysia Guidance Studio, both individuals and groups of

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students have different character attitudes, for example there are students who are lazy, pay

less attention, are not disciplined, forget to bring the equipment requested by the

accompanying teacher which hinders the implementation of P5 besides that the level of

ability, the skills of the students are different, for example there are students who have

difficulty understanding the guidance of the accompanying teacher. One of the factors that

hinder character education includes the students themselves, the behavior of the teacher and

the surrounding environment.

The Pancasila Student Profile is part of the new curriculum. The implementation of

the Pancasila Student Profile is not optimal due to the influence of the new curriculum so

that there are still many schools that have not implemented it because they do not understand

it, there is still minimal socialization carried out by schools and the government and there is

no intensive training related to the independent curriculum, especially P5. This leaves less

than optimal space for teachers in developing students because students cannot achieve the

achievements expected from the Pancasila student profile. Nadiem Makariem as Minister of

Culture, Research and Technology Education has adopted the Pancasila Student profile as a

strategic plan described in Minister of Education and Culture Regulation No. 22 of 2020

regarding the Ministry of Education and Culture's strategic plan regarding the Pancasila

Student Profile in the Ministry of Education and Culture's 2020-2024 Vision.

Lack of facilitators or accompanying teachers. This was reinforced by the coordinator,

facilitator or P5 accompanying teacher who was the subject and research informant who said

the obstacles to implementing the Pancasila Student Profile, especially in the P5 Project,

were the lack of accompanying teachers so that some of the teachers during their lessons

were ranked. This is in accordance with what was conveyed by the informant: The

implementation of the Pancasila Student Profile runs solely because of the support of

togetherness, enthusiasm, cooperation from students, principals, teachers and also students,

parents of students besides that there is a special time allocation of 30% for P5.

CONCLUSION

Based on the results and discussion above, the implementation of the Pancasila Student

Profile at the Muhammadiyah Kepong Malaysia Guidance Studio is implemented through

the Project for Strengthening Pancasila Student Profiles (P5) using a project-based approach.

Students are invited to identify problems that exist around them and create projects to solve

them. The Implementation of the Project to Strengthen Pancasila Student Profiles

Muhammadiyah Kepong Malaysia Guidance Workshop consists of 3 themes, namely: Local

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wisdom, sustainable living, and entrepreneurship. Factors supporting the implementation of

the Pancasila Student Profile in the Kepong Muhammadiyah Muhammadiyah Guidance

Center, Malaysia, namely: 1). Collaboration of all school parties, 2). Student participation.

The inhibiting factors for the implementation of the Pancasila Student Profile in the

Muhammadiyah Kepong Malaysia Guidance Center are: 1). Different characteristics of

students, 2) Number of student ratios, 3). Lack of accompanying teachers, 4). New

curriculum.

SUGGESTION

As for what can be used as a suggestion, namely, in further research it can refer to

strengthening the cognitive or psychomotor domains in implementing the Pancasila student

profile.

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