THE REINVENTION OF SCIENCE AND SOCIAL LEARNING (IPAS) THROUGH P5 PROJECTS TO FOSTER INDEPENDENCE AND STUDENT AGENCY IN ELEMENTARY SCHOOL STUDENTS
Abstrak
This study explores the implementation of the Projek Penguatan Profil Pelajar Pancasila (P5) within the Merdeka Curriculum at SD Dwijendra Denpasar, focusing on how it contributes to the development of self-regulated learning among fourth-grade students. The P5 initiative serves as a pedagogical innovation aimed at fostering the six dimensions of the Pancasila Student Profile faith in God Almighty and noble character, global diversity, mutual cooperation, independence, critical thinking, and creativity. Grounded in the philosophical principles of Pancasila, P5 integrates project-based learning (PBL) as a means of cultivating students’ autonomy, responsibility, and moral integrity through contextual and experiential learning. Employing a qualitative descriptive design, data were collected through observation, interviews, and documentation involving school leaders, teachers, and students. The analysis followed Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing. The findings reveal that P5 implementation at SD Dwijendra Denpasar has significantly enhanced students’ initiative (80%) and responsibility (85%), indicating strong engagement and independence in learning activities. However, aspects such as time management (75%) and problem-solving (70%) still require further guidance. Supporting factors include teacher collaboration, student enthusiasm, and institutional support, while inhibiting factors involve limited time allocation, lack of standardized teaching materials, and varied student readiness. Overall, P5 has proven effective in integrating character education with academic learning, enabling students to internalize Pancasila values through meaningful projects such as environmental awareness and cooperative art activities. Theoretically, this research contributes to the growing body of knowledge on project-based character education within Indonesia’s Merdeka Curriculum. Practically, it offers insights for teachers in designing P5-based learning strategies that nurture independence, critical reflection, and moral development. The study concludes that P5 serves as a transformative medium for building self-regulated, creative, and responsible learners in primary education.
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