Implementation of Merdeka Belajar Policy: Constraints in the Pancasila Students Profile Strengthening Project

Abstract

This paper aims at providing information on how the implementation of Merdeka Belajar policy in Schools is, with a focus on describing the constraints encountered in the Pancasila students profile strengthening project (P5). This project is a learning innovation in the Kurikulum Merdeka. P5 intends to produce education that is more independent and innovative, so that students have competence, Pancasila character and are able to compete globally. In fact, there are still a number of important issues to be studied. This research was conducted at SMAN 1 Tomohon which implements the Kurikulum merdeka independently for the 2022-2023 school year. This qualitative research was designed using the Case Study method which aims at observing what the constraints that exist in the implementation of P5 at SMAN 1 Tomohon are. Data collection was based on questionnaires given to 25 teachers teaching in Grade X. There were 14 study groups and 15 subjects in the Kurikulum Merdeka. The data collected through observation, interviews and document studies is verified and presented as a conclusion. Based on this research, it was found that there were obstacles to educators, schools and students in implementing P5. The Kurikulum Merdeka is designed as an effort to restore Indonesian education and transform learning to a higher quality. Therefore, the constraints in one Content of the Merdeka Belajar Policy, namely the implementation of the Kurikulum Merdeka P5 which is at this early stage, may be used as evaluation material, so that a strategic solution plan can be prepared.

The Integration of Local Cultural Arts in The Context of Teaching Materials on The Implementation of The Merdeka Belajar Curriculum

“…Thus, in this study the integration of local cultural arts based on the independent curriculum, teacher experiences in developing local cultural arts teaching materials can be identified and the obstacles faced. Thus, it can help deepen understanding of the challenges faced in integrating local cultural arts into teaching materials and creative solutions that can be implemented (Nadya et al, 2023;Palangda et al, 2023).…”

“…This can increase students' love for Indonesia and strengthen students' sense of nationalism. The integration of local cultural arts in teaching materials can enrich the way of teaching and allow students to learn through hands-on experiences, such as visiting cultural places, making handicrafts, or playing traditional musical instruments (Nadya et al, 2023;Palangda et al, 2023). Through this method, students can learn more creatively and with fun, to motivate them to participate actively in the learning process.…”

Sociocultural-based Subject-Specific-Pedagogy as an Effort to Strengthen the Pancasila Student Profile

“…In summary, sociocultural-based subject-specific pedagogy has several advantages in strengthening the Pancasila student profile in elementary schools. It promotes cultural relevance, engagement, holistic understanding, and the application of Pancasila values in students' lives, ultimately contributing to the development of well-rounded, socially responsible citizens (Fransiska Faberta Kencana Sari et al, 2023;Palangda et al, 2023). Based on the issues outlined, Socio-Cultural-Based Subject Specific Pedagogy needs to be developed for elementary school students.…”