Implementation Project to Strengthen the Profile of Pancasila Students and the Profile of Rahmatan lil Alamin Students (P5-PPRA) on Character Development at Madrasah in East Kalimantan
DOI:
https://doi.org/10.33474/ja.v7i2.24047Abstract
The implementation of the Project-Based Strengthening of Pancasila Learner Profile-Rahmatan lil Alamin Learner Profile (P5-PPRA) within the Merdeka Curriculum framework has not yet been fully optimized across various madrasahs. Several educational units still experience confusion in planning, executing, and evaluating the projects, particularly in aligning themes, activities, and character assessment with the principles of a flexible curriculum. This condition indicates a gap between policy and field practice. Through a qualitative approach involving observation, interviews, and documentation, it was obtained that all madrasahs have established P5-PPRA facilitator teams, with the deputy head of the curriculum division serving as coordinator. The projects are carried out flexibly, tailored to themes and school contexts, covering eight themes and six dimensions of P5-PPRA, complemented by teaching modules and special report cards. Character strengthening manifests in independence, responsibility, mutual cooperation, problem-solving, creativity, and innovation. The findings show three implementation patterns: initial, developing, and advanced stages, which differentiate the readiness levels of madrasahs in integrating projects into the learning process. These findings emphasize the importance of strengthening facilitators' capacity and fostering collaboration among educational units to ensure that the P5-PPRA implementation becomes more consistent and has a meaningful impact on students’ character development.
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