Implementation of Integrated Quality Management Strengthening Character Education in Realizing Pancasila Student Profiles

Abstract

This research is motivated by the moral decadence of students related to various forms of juvenile delinquency such as fights between students, rampant cases of bullying, low levels of honesty, decreased ethics in attitudes and characteristics of identity to implement the norms and values ​​of Pancasila. This research approach is a qualitative research with case study method. Data collection techniques used are observation, interviews, and documentation. The results of this study indicate that the planning of strengthening character education in realizing student profiles carried out by the school has shown quality because it has been stated in the RKS, Implementation of strengthening character education in realizing student profiles has not maximized work programs, Supervision of strengthening character education for Pancasila student profiles has shown quality to make activities Intra Curricular and extracurricular as a medium to build culture in all educational activities in schools, Evaluation has shown quality because it is carried out in two stages, namely short-term evaluation and long-term evaluation, Barriers to strengthening character education in realizing the profile of Pancasila students consist of internal and external obstacles, and The solutions that have been implemented have not shown quality because they have not been able to maximize the quality standards of improvement.

The Effectiveness of Cultural Literacy and Citizenship through Staging Creativity against Global Diversity Characters of Elementary School Students

“…The purpose of this global diversity character is that students maintain existing cultures, such as national, local, and also their identity, and always pay attention to an open attitude when strengthening a bond with other cultures as a form of how to create a feeling of respect for positive ancestral culture and also not deviate from the ancestral culture of the Indonesian nation (Akhmad et al, 2018;Safitri & Ramadan, 2022). So that the role of all parties is needed, such as school residents and or parents of students' guardians, to provide assistance and support to first grade students so that students can strive for meaningfulness (P5) in global diversity and so that the project to strengthen the profile of Pancasila students can run properly as it should (Dasmana et al, 2022;Kharunissa & Santoso, 2023). The suitability of this research with previous research shows that it is true that cultural and civic literacy through the staging of current creativity can improve students' global diversity character.…”

Buya Hamka: Nationalism in Islamic Education in Indonesia

“…First, the collective consciousness of identity. Hamka's idea of nationalism related to collective identity awareness in Islamic Education thought can be seen in the idiom of recognition on the basis of the first precepts of Pancasila, namely Belief in One God which for him is something that is able to bind us as a nation (Dasmana et al, 2022;Dodego et al, 2022). For Hamka, a life based on the One Godhead is a life full of love.…”

Strategi Adaptasi Program P5 dalam Pembentukan Karakter Peserta Didik di Kota Surakarta

“…Implementasi tema kearifan lokal memiliki tujuan untuk menumbuhkan rasa cinta tanah air dan melestarikan budaya lokal. Pembelajaran nilai-nilai nasional membutuhkan proses dan waktu yang Panjang dan bertahap (Dasmana et al 2022). Strategi adaptasi perilaku pada tema ini dapat diimplementasikan melalui topik yang diangkat dengan menggunakan pendekatan nilai-nilai budaya lokal.…”