The Implementation of Pancasila Student Profile-Based Teaching and Tri-N Through Project-Based Learning (PjBL) in SBdP (Cultural Arts and Crafts) Subject
Keywords:Pancasila student profile-based teaching, Tri-N, project-based learning (PjBL)
The purpose of this study is to describe and discuss the implementation of Pancasila student profile-based teaching and Tri-N through project-based learning (PjBL) in SBdP (Cultural Arts and Crafts) subject. A descriptive qualitative design was employed as the research method to gain a more in-depth understanding of the phenomenon and its characteristics being studied in this study. The data were obtained qualitatively from multiple sources such as interviews, classroom observations, students’ projects, and supporting documents. These data will be analyzed by following the procedures of qualitative data analysis. Using various data collection techniques is crucial since it can obtain the validity and trustworthiness of qualitative data. We selected 16 fifth-grade elementary school students for the 2021/2022 Academic Year as the research participants at SDN Sariharjo, Yogyakarta. There are six steps to be followed to execute the teaching model successfully, consisting of 1) identifying questions/problems, 2) designing the projects, 3) setting the schedule, 4) monitoring students’ progress, 5) assessing students’ performances and projects, and 6) evaluating the whole teaching-learning process and doing reflection. The results clearly showed that the teaching model implementation following the current curriculum in times of the COVID-9 emergency is effective in recovering from learning loss and gaps and developing students’ characters in the post-pandemic era. Therefore, the teaching model used in this study is highly recommended for future studies.