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Strategies of Early Childhood Teachers in Implementing the Pancasila Student Profile through Differentiated Learning: A Case Study
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Abstract
Purpose – The COVID-19 pandemic has led to noticeable behavioural changes and negative character traits among Indonesian children, as evidenced by a decline in the national student character index. The Pancasila student profile, a framework for character and competency development within Indonesia's Merdeka Curriculum, aims to address these challenges. This study examines how the Pancasila student profile is implemented through differentiated learning in Early Childhood Education (ECE) Penggerak Schools in Banda Aceh, providing insights into effective strategies for holistic child development.
Design/methods/approach – This qualitative case study was conducted in two ECE institutions (one public, one private) participating in the Penggerak School Program. Data were collected through interviews with two kindergarten teachers, classroom observations, and document analysis. Thematic analysis was applied to identify key implementation strategies.
Findings – The study revealed six key strategies for integrating the Pancasila Student Profile into ECE Penggerak schools through differentiated learning: (1) internalizing Islamic values in learning materials, (2) fostering child-led activity choices, (3) employing diverse teaching methods, (4) utilizing varied learning media, (5) engaging parents and the community (Tri-Sentra Pendidikan), and (6) adapting project-based learning flow to school contexts.
Research implications/limitations – While the study provides valuable insights, its findings are limited to two schools in Banda Aceh, restricting generalizability. The short duration (two weeks) and reliance on teacher perspectives may also affect depth. Future research should expand to diverse regions, incorporate longitudinal designs, and include parent/child viewpoints to strengthen validity.
Practical implications – The findings suggest that ECE educators should adopt differentiated learning tailored to children's interests and readiness, strengthen parental involvement, integrate local and digital resources, and flexibly adapt project-based learning to align with school capacities.
Originality/value –This study addresses a gap in research on differentiated learning in Indonesian ECE, particularly within the Penggerak school program framework. It offers a practical model for embedding national character values into early childhood curricula, supporting Indonesia's goals for holistic student development.
Paper type Case Study
Keywords:
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1. Introduction
Since Indonesia was hit by the COVID-19 pandemic, many negative changes have been seen in the behaviour and character of Indonesian children. The results of the character survey, which was carried out by the Centre for Research and Development of Religious and Religious Education in 2021, showed a decrease in the average number of students' character index from 71.41 down two points to 69.52, which was caused by the Covid 19 pandemic(Murtadlo, 2021). The online learning process carried out at home during COVID resulted in weak character building in children because the focus of learning was only on developing cognitive abilities(Aswat et al., 2021). In early childhood, the negative impact of COVID-19 is seen in the social-emotional development of children, which is disrupted due to the lack of socialization processes carried out by children and the low discipline applied to children(Sutarna et al., 2021). Children also become less cooperative and have intolerant behaviour(Kusuma & Sutapa, 2020). In addition, maladaptive behaviour is also increasingly evident in early childhood, which has fatal consequences for the form of social interaction of children as humans(Ainiyah & Widyastuti, 2024). Moreover, during online learning, children even experience stress, anxiety, and other mental issues(Mil & Athiyah, 2022).
Many Indonesian children are exposed to values that are not in line with their religious beliefs through social media and popular culture. This exposure is due to the increasing use of gadgets and the internet in everyday life during the COVID-19 quarantine period, which is sometimes beyond parental control. The things they find freely on social media and popular culture can raise doubts and influence their beliefs, which ultimately change their behaviour in a negative direction(Suyahman, 2023). This moral decline is also a result of the condition of society, which is in the process of social transformation towards the era of globalization(Fatiha et al., 2020). With the many challenges faced by Indonesian children, it is necessary to strengthen character from an early age, both in the family and the school environment. At the school level, this is integrated into the learning plan and carried out by Early Childhood Education (ECE) educators through a series of curriculum documents that have been prepared. Religious moderation education is integrated into Indonesia's faith-based curricula and institutional frameworks as part of Indonesia curriculum which emphasis on balancing religious identity with civic values(Bahri et al., 2025).
Indonesia is introducing new curriculum known as Merdeka Curriculum at all levels of education from tertiary, secondary, elementary school and early childhood levels(Dini et al., 2024). The Pancasila Student Profile is a new character framework embedded within the curriculum and to be taught for all Indonesian students. The existence of the Pancasila Student Profile aims to shape the character of students who are the future generations of the Republic of Indonesia so that they become individuals with noble morals, have a strong sense of nationalism, respect diversity, and have the skills and abilities needed to face future challenges(Herwina, 2021). The Republic of Indonesia needs the existence of this Pancasila Student Profile in order to prepare the future generation of Indonesia to meet the demands of the international job market through the Learning Framework 2030 issued by the Organization for Economic Co-operation and Development or OECD(Fitriani et al., 2023)(O.E.C.D., 2018)(Pratiwi et al., 2025).
The implementation of this new curriculum in Indonesia, makes the Pancasila Student Profile a reference in developing educational activities in Indonesia, especially as a foundation in forming a conducive school culture and creating a healthy and highly competitive learning environment(Satria et al., 2024). This framework consisting of several dimensions or aspects used as a guideline in developing the character and personality of Indonesian students based on the values of Pancasila, as stated in the Regulation of the Minister of Education and Culture Number 22 of 2020 concerning the Strategic Plan of the Ministry of Education and Culture for 2020-2024(Indonesia, 2020). The Pancasila Student Profile includes six (6) main dimensions, namely: faith, devotion to God Almighty, and noble character; global diversity; mutual cooperation; independent, critical thinking, and creativity(B.S.K.A.P., 2022).
All dimensions of the Pancasila student profile are very important to be taught to children from an early age, because all these dimensions include the core of Islamic education and character formation that should be taught by adults and parents to children from an early age(Musdalipah et al., 2023). The teaching of the Pancasila Student Profile dimension is in line with the goals of Islamic education for early childhood, where Islamic education is a conscious effort by pious muslim adults to direct and guide the growth and development of the instincts (basic abilities) of students, especially from an early age, through Islamic teachings towards the maximum point of their growth and development(Arifin, 2003).
The implementation of the Pancasila student profile, at the beginning of the implementation of the Merdeka curriculum, was introduced through a pilot school program called the Program Sekolah Penggerak (PSP). The selected schools to become the Penggerak School will receive special asymmetric reinforcement to improve the quality of learning(Kemendikbudristek, 2023). These Penggerak Schools use project-based learning and differentiated learning as means of their learning(Fitriani & Fajriana, 2025). Therefore, the introduction of the Pancasila Student Profile
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