Implementation of Pancasila Values in Students in Everyday Life

Afifah, Revi; Fadilah, Nanda Ratri

doi:10.58812/eslhr.v1i02.55

Cited by 2 publications

(4 citation statements)

References 2 publications

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“…Challenges in integrating Pancasila values in biology education include the marginalisation and decline of Pancasila knowledge and practice among students (Adillah 2022;Wulandari and Raharja 2022). The emergence of negative behaviours and moral decay in society adds to this challenge (Afifah and Fadilah 2023). In addition, the Covid-19 pandemic and the shift to online learning have created obstacles in teaching and learning activities, affecting the coherence and cohesion of education.…”

Section: Jurnal Pembelajaran Dan Biologimentioning

confidence: 99%

“…One strategy for implementing the Pancasila Learner Profile is Problem-Based Learning, which has been successfully implemented in science education at SMPN 37 Semarang (Handayani et al 2023). The application of Pancasila values in daily life is very important for students to face future challenges, and can be achieved through practice, habituation, exemplary behaviour and environmental conditioning (Afifah and Fadilah 2023).…”

Section: Introductionmentioning

confidence: 99%

“…Schools that have implemented habituation programmes based on the six key characteristics of the Pancasila student profile have seen positive results in shaping students' character (Maghfiroh et al 2023). By practising the values of Pancasila through various approaches such as inculcation, modelling, facilitation and skill development, students can develop the necessary skills to face future challenges (Afifah and Fadilah 2023). The aim is to develop students with faith, noble character and a strong sense of national identity through the application of Pancasila values in education (Kadir, 2023).…”

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confidence: 99%

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An Analysis of The Relevance of The Pancasila Learner Profile in The Learning of Biology

Chastanti,

Rofieq,

Huda

et al. 2024

JPBN

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Pancasila education is relevant to biology learning because it helps in the development of the Pancasila Learner Profile, which includes characteristics such as critical thinking and creativity. The purpose of this study was to analyse the relevance of Pancasila Learner Profile in biology learning and the challenges in integrating Pancasila values in biology learning. This research uses descriptive method with the sample being students of grade XII of SMA Negeri 1 Aek Kuo, SMA Negeri 1 Rantau Selatan and SMA Negeri 2 Rantau Selatan. Data collection was done through interview and observation. The sampling technique used in this research is purposive sampling because this school has implemented an independent curriculum. The results showed that for the dimension of faith, fear of God and noble character, students are required to pray before and after learning, the dimension of global citizenship, students are divided into groups to conduct experiments, the dimension of mutual cooperation, students carry out greening activities to preserve the environment. The independent dimension, students work independently on biology tasks, the critical thinking dimension, students solve problems that arise during experiments, and the creative dimension, students produce work from recycling waste.

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Section: Jurnal Pembelajaran Dan Biologimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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An Analysis of The Relevance of The Pancasila Learner Profile in The Learning of Biology

Chastanti,

Rofieq,

Huda

et al. 2024

JPBN

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“…This comparison can provide insight for educators on how to effectively integrate Pancasila values into the daily lives of students from various religious backgrounds, encouraging a more inclusive and culturally sensitive approach to education (Afifah & Fadilah, 2023). Understanding how Catholic students and Islam implement Pancasila can explain its role in encouraging national unity while respecting religious diversity, which is very relevant in a country like Indonesia with a diverse religious landscape (Madinier, 2022).…”

Section: Comparison Of the Practice Of Catholic And Islamic Students ...mentioning

confidence: 99%

Pancasila in the Perception and Practice of Religious-Based University Students in Bandung

Sapsudin,

Wibisono

2024

hanifiya

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Pancasila is the ideological guideline of the Indonesian state. As a philosophical foundation, Pancasila is a guideline for civic behavior. Religious pluralism is a challenge that must be answered by Pancasila which is practiced in the lives of Indonesian society. As part of society who must participate in the development of state ideology, students are an important part in the practice of Pancasila. By taking samples from Theology students, this study compares how Pancasila is perceived both from a cognitive and practical perspective by Catholic students at Parahyangan Catholic University (UNPAR) and Islamic students at Sunan Gunung Djati State Islamic University (UIN). Both universities are in Bandung, which is a big city inhabited by followers of various religions. The study was carried out using a qualitative and descriptive approach to the students by observation, interviews and documentation studies from the two groups of theology students. The analysis is carried out using an interactive model, which consists of data interpretation, data classification, inference and data presentation activities. The advantage of this model is that it can be taken back from the field if something is still not perfect. The theoretical analysis is based on the theory of political participation and the theory of ideological perception and practice. The research results show that Indonesia's basic philosophical framework, developed differently among Islamic and Catholic students, shows the intersection between religious beliefs and national ideology. Islamic students often explore the complex relationship between Islamic principles and the secular nature of Pancasila. Although divinity is in line with Islamic monotheism, interpretations of the ideals of democracy and social justice within the Pancasila framework can vary. Some Islamic students participate actively in societal processes, contributing to democratic values, but there are differing discussions regarding the compatibility of certain Pancasila principles with Islamic teachings. On the other hand, Catholic students approach implementing Pancasila by emphasizing ethical and moral values that are in accordance with the teachings of their religion. Social justice, which is a core principle of Pancasila, is in line with Catholic doctrine, thereby encouraging Catholic students to get involved in initiatives that address social inequality. Both Islamic and Catholic students contribute to the implementation of Pancasila in their unique ways. However, they show that the principles of Pancasila can become a common foundation for religious communities in Indonesia. The variety of ways these students navigate its application reflects Pancasila's ability to accommodate diverse religious perspectives and contribute to Indonesia's collective identity. The political participation of students of different religions can have a significant impact on the development of the state ideology of Pancasila. Students feel it is important to understand and uphold the Pancasila ideology to become politically mature citizens and contribute to building a democratic political system. Efforts to curb the politicization of religion and encourage interfaith dialogue are very important to uphold the Pancasila ideology in Indonesia.

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Implementation of Pancasila Values in Students in Everyday Life

Cited by 2 publications

References 2 publications

An Analysis of The Relevance of The Pancasila Learner Profile in The Learning of Biology

An Analysis of The Relevance of The Pancasila Learner Profile in The Learning of Biology

Pancasila in the Perception and Practice of Religious-Based University Students in Bandung

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