Jurnal Pendidikan Indonesia Gemilang Vol.3, No.1, 2023, pp. 103-113
e-ISSN 2809-5073. DOI. 10.52889/jpig.v3i1.159

Project to Strengthen Pancasila Student Profile as an Application of Differentiated
Learning in the Independent Curriculum: A Case Study at a Senior High School in
Pandeglang, Indonesia
Submitted 29 November 2022, Revised 17 February 2023, Accepted 17 February 2023
Usman Usman1, Dwi Nuraulia 2*, Rahmi Nauroh 3, Iin Rajudin4, Ika Rifqiawati5
1,2,3,5

Department of Biology Education, Faculty of Teacher Training and Education,
Universitas Sultan Ageng Tirtayasa, Serang, Indonesia
4

SMAN 7 Pandeglang, Pandeglang, Indonesia
Corresponding Email : *2224190040@untirta.ac.id
Abstract
This study aimed to determine the implementation of project to strengthen Pancasila student profile activities as
a project to strengthen the profile of Pancasila students at a senior high school in pandeglang district, indonesia,
as well as the impact of its implementation on students. The procedure used in this study is a qualitative method
with a descriptive approach. The data collection methods used are interviews and questionnaires. The interview
was conducted with seven respondents, namely teachers at a senior high school in pandeglang district, indonesia,
who are facilitators in implementing an independent curriculum in the classroom, as well as class X and XI
students as participants in project to strengthen Pancasila student profile activities. Students are required to make
or do a project to implement an independent curriculum. Project activities in this independent curriculum, one of
which is by carrying out project to strengthen Pancasila student profile activities. The project to strengthen
Pancasila student profile activity is a project to strengthen Pancasila students' profiles. The project to strengthen
Pancasila student profile activities were adjusted to the seven themes arranged by the Indonesian Ministry of
Education, Culture, Research, and Technology. The project results to be displayed in the project to strengthen
Pancasila student profile project exhibition at a senior high school in pandeglang district, indonesia, include (1)
Posters; (2) A bulletin board; (3) Democracy pocketbook; (4) A best practice anti-bullying. A senior high school
in pandeglang district, indonesia, is included in the activator school with activator teachers, making
differentiated learning a strategy in the activator teacher program activities.
Keywords: Independent curriculum, Differentiation objective learning, project to strengthen Pancasila student
profile activities.

INTRODUCTION
Based on Law number 20 of 2003 concerning the national education system, it is stated
that the curriculum is a set of plans and regulations regarding the objectives, content, and
learning materials as well as methods used as guidelines for the implementation of learning to
achieve exclusive educational goals (Republic of Indonesia, 2003). Curriculum means a
container that will determine the direction of education. Whether or not an education is
successful depends on the curriculum used. The curriculum is the spearhead for the
implementation of educational activities. The curriculum is a series of efforts to achieve
educational goals (Marlina, 2019).
In its application, the transformation of the curriculum from K-13 to an independent
Curriculum resulted in several paradigms and contrasting systems. The curriculum 2013
focuses on improving and balancing attitude and knowledge competencies with categories in
the choice of class majors. Meanwhile, the independent curriculum focuses on developing
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e-ISSN 2809-5073. DOI. 10.52889/jpig.v3i1.159

students' character and competence, honing their interests and talents. The new curriculum
certainly has great challenges, especially for teachers and students. To achieve curriculumbased learning goals, teachers and students should play their best roles (Rahina & Syamsi,
2023). The independent curriculum introduced by the Minister of Education and Culture,
Nadiem Makarim, is a philosophy of change from the learning approach that has occurred so
far. The independent curriculum allows the educational environment to choose the optimal
method to maximize learning (Nurhayati et al., 2022) .
Education should develop not only a generation of experts in various disciplines but
also the strength of character, ethics, and noble character. The goal of character education is
for learners to have the basic information, personality, intelligence, noble morals, and skills
necessary to live independently and pursue higher education (Walker, 2020). The main
purpose of character education is to form a society with a strange character that is
competitive, cooperates, has good and bad considerations, is competitive, cooperates, has a
stance, loves the homeland, easily adapts to surrounding conditions, and applies science and
technology. Everything is done based on Pancasila with a spirit of constancy and piety to God
Almighty (McGrath et al., 2021) .
In the application of an independent curriculum, students are required to be able to form
or carry out a project. Project-based learning can develop students' soft skills and character in
accordance with the profile of Pancasila students, focusing more on literacy and numeracy. In
addition, teachers are also more flexible in carrying out learning processes that are adjusted to
students' interests and abilities, as well as contextual-based learning (Rizki & Fahkrunisa,
2022). One of the independent curriculum's project activities is carrying out project to
strengthen Pancasila student profile activities. The project to strengthen Pancasila student
profile activity is an activity in the form of a project to strengthen the profile of Pancasila
students. The project to strengthen Pancasila student profile activities can be carried out
through two primary stages: the conceptual and contextual steps. In this project to strengthen
Pancasila student profile activity, students are given a flexible learning structure in the school
that can adjust to the division of time to create more active learning activities. The activity
aims to strengthen many competencies in the Pancasila students' profile (Rachmawati et al.,
2022).
Implementing project to strengthen Pancasila student profile activities is one of the
applications of differentiated learning, where there is a process of adjustment to the interests
of learning preferences, as well as the readiness of students' learning, as a result of which a
good learning outcome is obtained (Marlina, 2019). Differentiated learning should be planned
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e-ISSN 2809-5073. DOI. 10.52889/jpig.v3i1.159

carefully and well. The planning stages regarding differentiated learning are: (a) reviewing the
curriculum used to adjust to the strengths and weaknesses of students; (b) implementing
school planning and activities using adjusting the curriculum and learning methods that can
be used to meet the learning needs of students; (c) Support the teachers to the learning needs;
(d) review and assess a planned school planning (Marlina, 2019).
The application of project to strengthen Pancasila student profile activities can increase
the level of confidence in students in their work, increase students' potential, and discover the
interests of students' talents in a certain field. In their implementation, teachers have a crucial
role, namely being facilitators. The project to strengthen Pancasila student profile activities
are an example of the application of differentiated learning because, in this project to
strengthen Pancasila student profile activity, students can improve their skills, which are used
to build student interest. The project to strengthen Pancasila student profile activities can also
make students more active because learners are exclusively involved in the learning process,
such as having discussions with their peers about the project they will show. The aim of the
project to strengthen Pancasila student profile is carried out to improve students' skills in
creating projects that are adjusted using Pancasila student profiles. The profile of Pancasila
students is a part that comes from the policy of the Ministry of Education and Culture at the
Basic Secretariat (SD) level to the tertiary level, and the goal is to produce a generation of the
nation that has the values of the Pancasila student profile (Aditia et al., 2021). Education
Minister Nadim Anwar Makarim has stated six indicators of Pancasila student profiles. These
six indicators include Noble character, independence, critical reasoning, creativity,
cooperation, and global diversity (Rusnaini et al., 2021).
METHOD
This research uses a qualitative method with a descriptive approach. The sample of this
study was class X and class XI students from Pandeglang Senior High School, Indonesia. The
data collection techniques used are interviews with teachers and questionnaires for students.
Interviews with teachers about project to strengthen Pancasila student profile activities with
seven source teachers and collecting student questionnaire data in class X and class XI. Data
analysis in this study used ongoing data collection and data collection in the field and
analyzed the Likert scale questionnaire. Data analysis of interview results through several
stages: (1) Reducing data, where researchers summarize observation, interview, and
documentation data to receive some of the main data. (2) Data presentation, which is to
compile the data that has been obtained after the data is reduced so that the researcher's data
can use to understand. (3) Conclusion drawing, we conclude the data that has been compiled
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e-ISSN 2809-5073. DOI. 10.52889/jpig.v3i1.159

to verify or review the origin of the records collected. The instruments used in this study were
sheet interviews using 11 questions about project to strengthen Pancasila student profile
activities in Pandeglang Senior High School, Indonesia, and 15 questions in student
questionnaires regarding applying to Pancasila student profiles.
RESULTS AND DISCUSSION
Research data was collected through observation, interviews, and questionnaires. Then
the data were analyzed descriptively about project to strengthen Pancasila student profile
activities at Pandeglang Senior High School, Indonesia. The criteria for resource teachers are
who teach in class X and class XI by applying an independent curriculum as participants in
the project to strengthen Pancasila student profile. Table 1 is data from interviews conducted.
Table 1. Conclusion of the Interview Results with the Teacher
No.

Question

Answer

1

What is the background of
implementation of independent
curriculum at Pandeglang Senior
High School, Indonesia ?
Since when Pandeglang Senior
High School did, Indonesia
become an activator school?
What is the difference when
using the curriculum 2013and
using the independent
curriculum?

Pandeglang Senior High School, Indonesia was chosen
to be one of an activator schools in Pandeglang starting
in 2021

What Learning Methods are
used?

The learning methods between the curriculum 2013
and independent curriculum are similar, such as the
Problem-Based Learning (PBL) and Project-Based
Learning (PJBL) methods. However, the difference is
that the independent curriculum emphasizes
differentiated learning and emphasizes the profile of
Pancasila students.

What theme is used in project to
strengthen Pancasila student
profile activities?

There central government already sets several themes,
but the school can develop them into several subthemes. The sub-themes that have been implemented at
Pandeglang Senior High School, Indonesia, are:
Project Theme 2021
 Global warming, which develops and manages
hydroponic plants.
 Build a Mental Body, which emphasizes literacy
by making a bulletin board.
 Local-based entrepreneurship elevates local
culture and wisdom by entrepreneurship using
local materials.
Project Theme 2022
 The vote democracy is right with the momentum

2

3

4

5

Since 2021

The curriculum 2013 still needs to implement a
Pancasila student profile, while the independent
curriculum makes students more independent and
grows the profile of Pancasila students. In the
application of the independent curriculum, there is
differentiated learning.

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e-ISSN 2809-5073. DOI. 10.52889/jpig.v3i1.159

No.

Answer

Question



6

7

What is the background of
choosing the theme of the
project to strengthen Pancasila
student profile project?

Because the theme follows the conditions and needs of
the students at that time, the anti-bullying theme is
implemented because there are still many cases of
Bullying in schools. Students sometimes do not realize
that they have committed Bullying, such as students
accustomed to mocking, body shaming, etc.

What is the expected purpose of 
implementing the project theme?





8

9

What are the project results that
will be displayed during the
exhibition?
What is the series of activities
that will take place in project to
strengthen Pancasila student
profile activities?

of the election of the student council president.
class XI students write wishes for the candidate
for the student council president and write a love
letter to the candidate for the student council
president.
Anti-Bullying, where the resulting output is to
make a book and make the organization “a
departmtn of anti-bullying”.


1.
2.
3.
4.

Students can understand what Global Warming is,
the causes of global warming, and reducing global
warming.
Students can understand literacy activities are
important.
Students can implement entrepreneurship based on
local wisdom.
Students can understand the series of democratic
activities in the school environment.
Students can understand about Bullying that
students unconsciously carry out.
Students can avoid bullying
Poster
Bulletin board
Pocketbook of democracy
Anti-bullying best practices book.

The implementation of project to strengthen Pancasila
student profile uses a block system that is adjusted by
each school so that the time is flexible. project to
strengthen Pancasila student profile activities every two
months. Before implementing project to strengthen
Pancasila student profile activities, it is necessary to
form a special team of project to strengthen Pancasila
student profile activities consisting of several teachers
who intend to make teaching modules and socialize
these project to strengthen Pancasila student profile
activities to students and teachers. For project to
strengthen Pancasila student profile activities, it is
applied to class X and class XI for one month, and an
evaluation is carried out every week. In class X, the
project starts from 07:20 – 12:30. In class XI, and the
project implementation starts from 10:30 – 12:30
because from 07:20 to 10:00, we still carry out
specialization learning as usual. During the project,
class X and XI students go home early to give students
more time to work on projects outside of school, such
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e-ISSN 2809-5073. DOI. 10.52889/jpig.v3i1.159

No.

Answer

Question

as observations, interviews, etc.
10

11

Will this project to strengthen
Pancasila student profile activity
be carried out every semester?
what are the obstacles
experienced when carrying out
project to strengthen Pancasila
student profile activities?

Yes, the obstacle experienced when implementing
project to strengthen Pancasila student profile activities
is that teachers must be creative in teaching students.
Teachers must make learning fun so students are
energized in carrying out project to strengthen
Pancasila student profile activities. Therefore, teachers
always try to innovate to create a pleasant classroom
atmosphere, for example, when learning is interspersed
with yelling, catchword, or ice-breaking.

With this project to strengthen
Pancasila student profile
activity, what expectations do
teachers want from students?

With the project to strengthen Pancasila student profile
activity at Pandeglang Senior High School, Indonesia,
it is hoped that students will become accustomed to
doing assignments in groups and then presenting them,
students will be more active in learning in class,
increasing student creativity, and students will
implement Pancasila student profiles in their lives.

Not only using interview method but this research was also conducted using
questionnaires distributed through class X and XI students. This questionnaire aims to
determine the implementation of strengthening the profile of Pancasila students in each
student. The questionnaire uses a Likert scale assessment. Likert Scale is a research scale used
to measure attitudes and opinions. On a Likert scale, respondents were asked to complete a
questionnaire that required respondents to show their level of approval of a series of
questions. In this study, the questionnaire was distributed or filled by two classes: class X and
class XI. The selection of classes is based on applying an independent curriculum at a senior
high school in Pandeglang, Indonesia. After taking data through the questionnaire method in 2
different courses, the results are in the form of graphs in Figure 1.

Figure 1. Implementation of Pancasila student profile

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e-ISSN 2809-5073. DOI. 10.52889/jpig.v3i1.159

Figure 1 shows the data obtained from the questionnaire results of class X and class XI
students. Every student in class X and class XI fills out a questionnaire that has been made
according to their circumstances, with a scale of 5-1, ranging from strongly agreeing to
disagree strongly. From the data above, the results for the very high category are intervals 6775, the high category at intervals 52-63, the medium category is at intervals 40-51, the low
category is at intervals 28-39, and the lower category is at intervals 15-27.
For the very high category, it was at intervals of 67-75 with a frequency of 25
respondents. For the high category, it was at intervals of 52-63 with a frequency of 31
respondents. For the medium category, it is at an interval of 40-51 with a frequency of 10
respondents. For the low category it is at intervals of 28-39 in the absence of respondent
frequency and for very low categories it is at intervals of 15-27 with a frequency of 4
respondents. It can be concluded that the implementation of strengthening the profile of
Pancasila students in class X and class XI of a senior high school in Pandeglang, Indonesia, is
in the moderate category.
Before implementing the independent curriculum, Indonesia had implemented the
curriculum 2013. The characteristics of the

curriculum 2013 place more emphasis on

developing students' attitudes, knowledge, and skills and applying them in various situations
in schools and communities. So that it can create human resources that can deal with the
country's problems (Sari and El Islami, 2022). Then the curriculum changed to an
independent curriculum expected to restore the crisis of the Indonesian education system
during the Covid-19 pandemic (Rizki & Fahkrunisa, 2022).
Independent Curriculum is a curriculum that provides opportunities for teachers to be
more creative in learning activities. In the era of independent curriculum, students learn more
independently in achieving learning goals, methods, materials, and evaluations. Learning
evaluation activities can make teachers' intermediaries realize educational goals in the era of
independent curriculum learning (Elfira et al., 2022) . The learning method in the independent
curriculum has an urgent situation because, at that time, there was a Covid-19 pandemic, so a
technique that combines face-to-face learning and virtual learning through blended learning
methods is needed (Maipita et al., 2021). According to many teachers, the independent
curriculum can be used to find the best learning style based on student abilities. In addition,
students should have the initiative to learn independently based on their interests and skills
without relying on others (Pertiwi and Pusparini, 2021)
Pandeglang Senior High School, Indonesia, has implemented an independent
curriculum since 2021. The application of the independent curriculum, it focuses more on
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student independence (student center). The Minister of Education said that implementing an
independent project-based curriculum requires soft skills and character that are adjusted to
each school (Munte 2022). A senior high school in Pandeglang, Indonesia, is one of the
activator schools in Pandeglang District with activator teachers who differentiate their
learning. This differentiated learning is one of the strategies in the activator teacher program
module. Differentiated learning emphasizes that each student has their own uniqueness.
Hence, the application of differentiated learning aims to achieve the needs of students with
various interests and talents and different ways of learning. A new program activator teacher
was implemented during the independent curriculum, which was implemented by the Ministry
of Education and Culture of Research and Technology as a new program (Faiz and Anis,
2022). The implementation of the independent curriculum at senior high school in
Pandeglang, Indonesia, began in 2021, where initially, it was only applied to class X. In 2022,
it has also begun to be applied to class XI, but class XII still uses the curriculum 2013.
Merdeka Curriculum is a curriculum that uses compound learning. This curriculum races on
essential content so students can explore concepts and strengthen competencies with sufficient
time. In addition, the Independent Curriculum is a crucial part of efforts to restore learning
from the crisis that we have long experienced (Nurani et al., 2022).
As an application of differentiated learning at a senior high school in Pandeglang,
Indonesia uses an independent curriculum. A senior high school in Pandeglang, Indonesia
applies project to strengthen Pancasila student profile activities which are adjusted using seven
themes. There are several themes of project to strengthen Pancasila student profile activities,
including sustainable lifestyle, the voice of democracy, engineering, and technology to form
the Republic of Indonesia, build the soul and body, Bhineka Tunggal Ika, local wisdom, and
entrepreneurship. The seven themes are rules derived from the Ministry of Education and
Culture of Higher Education, which are developed in line with priority issues that align with
the 2020-2035 education roadmap, Sustainable Development Goals, and other relevant
documents (Wijayanti & Fitri, 2022). The project to strengthen Pancasila student profile
activity at senior high school in Pandeglang, Indonesia, has carried out several themes:
sustainable lifestyle, Building a body spirit, Entrepreneurship based on local wisdom, the
voice of democracy, and anti-bullying. project to strengthen Pancasila student profile
activities are helpful for students because students get the opportunity to learn more and do
knowledge as a process of strengthening character. Students have the opportunity to learn
more from the surrounding environment or places around them. Project activities can also

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inspire students in the form of contributions and impacts on their surroundings (Sufyadi S.
2022).
The project to strengthen Pancasila student profile activity is contextual-based learning
and interacts with the environment around students. The project to strengthen Pancasila
student profile activity, of course, emphasizes the application of the Pancasila student profile.
The Pancasila Student Profile is applied to cultural standards in schools, intracurricular
learning, and co-curricular and extracurricular activities that contain achievements to create
character and skills that are expected in daily activities and are instilled in each student.
School culture is a requirement of the school environment, guidelines, relationship patterns,
and communication and regulations implemented by the school. Intracurricular is a learning
activity that contains the learning process in the classroom or room. Extracurricular means an
activity that can be done outside of academic learning to increase the interests and talents of
students (Rahayuningsih, 2022).
The project to strengthen Pancasila student profile activities are carried out through two
stages before displaying a project output, namely the conceptual and contextual stages.
Conceptual learning is learning about various basic elements in a scientific structure whose
scope is wider to get new knowledge (Simangunsong I.T., Dede P.D. 2020). Contextual
learning aims to train the safe learning of concepts, where students experience firsthand
related concepts in daily life in society. In addition to the material, students can also connect
with real-life found so that the learning can be tightly explored so that students don’t use
practically forgetting memory in their learning. In the end, students can realize the existence
of connections between materials and their functions in everyday situations (Brinus et al.
2019).
Ki Hajar Dewantara stated that learning activities need to be accompanied by interaction
with the surrounding environment. This aims to make students more sensitive, caring, and
able to solve problems that will be faced in the surrounding environment. One way to solve
the problem is through group discussions. This is applied so that each group can display or
produce a project according to the theme used. Group learning is also cooperative learning,
which is learning by forming a team or group to achieve a goal. All group members should
contribute to the learning process to achieve the learning objectives. Therefore, the success
criteria for this learning are also determined by the success of the group (Hasanah 2021).
CONCLUSION
Based on the research results, the project to strengthen Pancasila student profile activity
is an implementation of differentiated learning in an independent curriculum where this
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activity is the development of skills and self-potential through 2 stages. The project to
strengthen Pancasila student profile activity aims to improve student skills by producing
various projects adjusted to the Pancasila Student Profile and seven themes regulated by the
Indonesian Ministry of Education, Culture, Research, and Technology. From the data
obtained, it is concluded that this project to strengthen Pancasila student profile activity is
carried out in two stages, including the conceptual and contextual stages. At the conceptual
stage, teachers provide literarure and student workshets as learning resources and provide
theme direction to students, which include a sustainable lifestyle, the voice of democracy,
engineering, and technology to build the Republic of Indonesia, build the soul and body,
Bhineka Tunggal Ika, local wisdom, and entrepreneurship. Then, at the contextual stage,
students carry out field activities per the theme. Based on the analysis of the questionnaire
analysis of the application of the Pancasila student profile, get high score results. This means
that the application of the Pancasila student profile has been implemented out well.
ACKNOWLEDGEMENT
The authors express their thanks to Program Kompetisi Kampus Merdeka (PKKM)
Universitas Sultan Ageng Tirtayasa 2022 for their support and grants for this study.
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