Introduction

The significance The concept of national identity and value formation in early childhood education is a subject of considerable global and societal importance, particularly within Indonesia's evolving educational landscape (Liang et al., 2020)(Nugraha, 2023)(Wijatmoko et al., 2023). The Indonesian curriculum, especially in early childhood education, plays a pivotal role in shaping the future of the nation's citizens (Mahanani et al., 2022)(Nakajima et al., 2019)(Proulx & Aboud, 2019). At the heart of this is the incorporation of Pancasila values, the foundational philosophical theory of the Indonesian state, in the educational framework. The significance of Pancasila in molding young minds is not just a national concern. Still, it extends to the broader discourse in educational academic dressing. This subject is crucial for understanding how early childhood education can contribute to developing well-rounded, well-rounded,lue-oriented individuals in society (Dahnial et al., 2021)(Nurani et al., 2022).

Previous studies have highlighted the dynamic nature of Indonesia's educational curriculum, which often transforms with leadership changes and policy directions(Usman et al., 2023) (Yanzi et al., 2022). These changes are not merely administrative but impact the core direction of education, underscoring the curriculum's crucial role in educational success. The shift towards an Independent Curriculum, initiated in 2019 by the Ministry of Education and Culture, represents a strategic move to align national education goals with contemporary needs (Nursalam et al., 2023). This policy shift responds to the evolving educational landscape, aiming to cultivate human resources that are academically competent and have the desired student profile (Hidayat et al., 2023).

Early childhood education is a critical stage, incorporating five vital developmental areas before children progress to elementary school: religious and moral values, physical-motor skills, cognitive abilities, language, and social-emotional growth (Government Regulation of the Republic of Indonesia, 2021). Additionally, there is a growing recognition of the need to enhance other facets of child development, particularly values (Government Regulation of the Republic of Indonesia, 2022). Pancasila, as the foundational ideology of the Indonesian state, deeply rooted in traditional, cultural, and religious values, predates the formation of the state itself and is a principle that all citizens are expected to uphold.

According to (Karsayuda & Tektona, 2021), Pancasila reflects individual and collective ideals. In light of increasing norm violations, the Ministry of Education and Culture is actively working to implement effective policies to address these issues (Paci-Green et al., 2020). This makes it essential to embed Pancasila values from a young age. The Pancasila Student Profile, aligning with the ideal Indonesian student profile, is an initiative in this direction (Rusnaini et al., 2021). This profile, comprising six dimensions, guides teachers and students in a curriculum centered on independent learning (Laila et al., 2022). The integration of the Pancasila student profile into the education system, particularly in elementary schools, is a process that takes time (Irwan & Tiara, 2022). Applying this profile through project-based learning enables students to engage in enjoyable, flexible, and interactive learning experiences, fostering a deep connection with their environment and enhancing essential competencies (Shofa, 2021)(Sopacua & Rahardjo, 2020)(Syofyan et al., 2022).

Early childhood is a pivotal period for human development, requiring suitable stimulation for optimal growth at each developmental stage (Sitepu et al., 2022). This period often called the 'golden age,' is when children are most susceptible to positive and negative influences (Nurzannah et al., 2023). At this early stage, play-based learning is essential, as it is the most effective development method (Sitepu et al., 2021).

In early childhood education, engaging media plays a crucial role in learning. This study explores how to create books that effectively convey the principles of Pancasila, enhancing children's comprehension of these values. Through this research, it is anticipated that children will grasp the Pancasila values more readily, fostering their growth into morally strong individuals. Additionally, the findings will assist parents in more effectively imparting these values, leading to children exhibiting wiser behavior and making better choices.

introduced an independent curriculum policy to produce students who can apply Pancasila values in their school life. This policy emphasizes the crucial roles of the government, community/parents, and schools, particularly teachers (Marwin et al., 2022). The teaching methodology adopted is Student-Centered Learning (SCL), a child-focused approach rather than teachercentric. SCL is implemented in intracurricular and extracurricular activities, including projects reinforcing student profiles (Dowansiba & Hermanto, 2022). These projects encourage critical thinking, a key component of Pancasila student profile development, emphasizing essential reasoning skills (Ayu & Murni, 2023).

The significance of early childhood as a formative period in human life cannot be overstated, necessitating appropriate stimulation for optimal development (Hensley, 2020)(Papavlasopoulou et al., 2019). Recognizing early childhood as a golden age, where children are highly impressionable, underscores the importance of careful and targeted educational interventions. Using game media and other engaging learning tools becomes crucial at this stage, facilitating the development of positive traits and foundational values (Bakhanova et al., 2020)(Tang et al., 2020). These early experiences lay the groundwork for children's future development, emphasizing the critical nature of early educational interventions.

Despite the advancements and efforts in integrating Pancasila values into early childhood education, several limitations and controversies persist. The independent curriculum, while innovative, is not uniformly implemented across all educational institutions, leading to disparities in the realization of the Pancasila Student Profile (Ayu & Murni, 2023)(Dowansiba & Hermanto, 2022). Furthermore, there is a gap in applying these principles at institutions like RA Nurul Hadina, which are unfamiliar with the independent curriculum. This highlights the need for research and interventions tailored to assist educators in effectively implementing these curricular changes and achieving the desired student profiles.

This study evaluates the effectiveness of the 'Garuda' book as a teaching tool for instilling Pancasila values in young children at RA Nurul Hadina. The aim is to explore how this specifically designed educational tool can facilitate a deeper understanding of Pancasila among young learners, thereby contributing to their moral and intellectual development. By addressing the gaps in current practices and offering innovative solutions, this research aims to enhance the effectiveness of Pancasila education in early childhood settings. Ultimately, the study seeks to provide insights into how educational tools can be optimized to foster a generation of individuals who are not only academically adept but also embody the core values of Pancasila, thereby making a significant contribution to the field of early childhood education.

Methods

The study adopted a Research and Development (RD) methodology, concentrating on the development and assessment of the 'Garuda Book'. This tool is aimed at fostering the Pancasila student profile in early childhood education at RA Nurul Hadina. The RD method, as defined by (Sugiyono, 2019), involves producing specific products and testing their effectiveness. Our adaptation of this method encompassed the first five steps of Sugiyono's ten-step procedure, ensuring a tailored approach to our research objectives.

Figure 1.RD Research Procedure Diagram

The Garuda Book, the central focus of our study, is an innovative educational tool tailored for early childhood learning. It integrates project activities aligned with independent curriculum themes such as "I Love the Earth" and "I Love Indonesia." The book is crafted with durability in mind, featuring a robust and thick structure and engaging animated cartoon illustrations on A4-size paper, making it appealing and accessible to young learners.

Our research followed a structured process, beginning with developing the Garuda Book and culminating in its implementation and evaluation in an educational setting. The book includes seven distinct project activities, each correlating with a specific learning theme from the independent curriculum. These activities were designed for early childhood education institutions with teacher facilitation.

The primary tool in this study was the Garuda Book itself. Its design and content were meticulously planned to ensure it served as an effective medium for delivering the intended educational experiences. The book's content, layout, and illustrations were all crafted to support the learning themes and encourage engagement among young learners. Data were collected through a comprehensive approach involving various questionnaires: media validation, material validation, and Pancasila student profile assessment. These questionnaires employed a checklist response format, allowing for straightforward, efficient data collection from media validators, material validators, and users. The collected data were then analyzed to assess the effectiveness of the Garuda Book in achieving its educational objectives (Creswell & Creswell, 2017).

To ensure the reliability and validity of our study, we employed a rigorous validation process for both the material and the media used. This process included evaluations based on specific criteria and indicators outlined in our material and media assessment indicator tables. By adhering to these predefined criteria, we aim to maintain a high educational quality and relevance for your research outputs.

This table serves as a comprehensive assessment framework, ensuring that the Garuda Book meets high educational standards and aligns with the learning needs of young children.

Next is the Garuda Book's media design assessment, which includes evaluating the cover and content design. Aspects such as visual harmony, layout consistency, and clarity of typography are measured to ensure that the book's appearance is aesthetically appealing and supports student understanding. Using color, fonts, and illustrations effectively is crucial to making learning materials engaging for young children and facilitating the teaching process. This Media Evaluation Indicator also ensures that the book's design meets both aesthetic and functional criteria, with the placement of design elements like titles, subtitles, and image captions not impeding understanding. The primary function of this indicator is to provide clear guidance for book creators on how to design learning materials that are not only informative but also engaging and accessible to children.

Source: Curriculum and Educational Assessment Standards Agency, Ministry of Education, Culture, Research and Technology, Republic of Indonesia, 2022

These indicators help researchers measure the progress and effectiveness of using books in the context of early childhood education, ensuring that the educational goal of realizing the Pancasila student profile is achieved. Through this assessment, researchers can understand the extent to which the Garuda Book contributes to developing student character and competencies through the principles of Pancasila, which are an essential foundation in the Indonesian education system.

The population for this study comprised students from RA Nurul Hadina, with a census sampling technique employed, wherein the entire population served as the sample. This approach allowed for comprehensive data collection and analysis, contributing to the robustness of our findings.

Result

Potential Problems

A significant challenge was the lack of teachers' understanding of the independent curriculum. This curriculum is pivotal for realizing the Pancasila student profile and aspect of early childhood education in Indonesia. It became evident that teachers require more comprehensive training and knowledge to effectively implement this curriculum and achieve the desired outcomes in instilling the Pancasila values in students.

Data collection

The study entailed a comprehensive evaluation of the self-directed curriculum used in early childhood education at RA Nurul Hadina. This comprehensive review covered all aspects of the Pancasila student profile. The profile encompasses various criticisms such as faith and devotion to God Almighty, appreciation of global diversity, the spirit of cooperation, finance, critical reasoning, and creativity. Collecting and analyzing data on these parameters was crucial to understanding curriculum implementation and the extent to which it aligns with the objectives of Pancasila.

Product Design

Following the data collection and analysis, the focus shifted to designing the Garuda book. This educational resource was tailored to align with the four themes of the independent curriculum: "I Love the Earth," "I Love Indonesia," "Playing and Working Together," and "My Imagination." The design of the Garuda book was intended to be an educational tool and an engaging and interactive medium for young learners. By incorporating these themes, the book aimed to facilitate a comprehensive understanding and appreciation of the Pancasila values among early childhood students, thus contributing to the broader objective of nurturing well-rounded individuals aligned with Indonesia's educational goals.

Validation Assessment

This research was carried out using the Garuda Book media, designed with images and colors that are attractive to children. This book can help educators to create project activities as a form of independent learning in an independent curriculum to achieve the Pancasila student profile, namely faith and devotion to God Almighty, global diversity, mutual coon, independence, critical reasoning, and creativity. The activities designed in this book are based on four themes in the independent curriculum: hearth, I Love Indonesia, Playing and Working Together, and My Imagination. These four themes were developed into seven projects: making cans, planting chilies, making traditional clothes, making getups, making cucumber iced drinks, making kites, and making works from cardboard.

Figure 2.Garuda Book Media Images

After the Garuda Book learning media was designed, the next step was to validate the media, which was carried out by Mr. Raden Aris Sugianto, S.Kom., M.Kom as a Multimedia Practitioner / ITSI Information Systems Technology Lecturer who was considered competent in assessing this media.

Apart from media validation, material validation also needs to be done. Confirmation of the material was carried out by Mr. Veryawan, M.Pd, namely the PIAUD IAIN Langsa Aceh Lecturer and Facilitator of the Early Childhood Education Level Mobilization School Progr, am who was considered competent in assessing material from the Garuda book.

Trials

Following the Garuda Book media validation by media and material experts, the subsequent phase involved conducting pilot tests at RA Nurul Hadina with a group of 67 children. This evaluation was based on indicators aligned with the Pancasila profile, encompassing beliefs and piety towards the Almighty, appreciation of global diversity, collaborative spirit, self-reliance, and wellandal thinking and creativity. The initial assessment of product effectiveness involved a preliminary trial focusing on the student's proficiency in the Pancasila profile before engaging in the Pancasila profile project activities featured in the Garuda Book (pre-test). Subsequently, the children participated in a series of project activities, which included creating trash bins from recycled bottles, preparing cucumber juice, making getuk (a traditional sweet treat), and crafting kites. The children were re-evaluated using the same criteria (post-test) after these activities.

The table reflecting the impact of the Garuda Book in instilling the Pancasila Student Profile in early childhood presents insightful findings on its effectiveness as a learning medium. The data shows a significant improvement in scores from pre-test to post-test among the majority of participants, indicating that the Garuda Book's activities and teachings, which include crafting trash cans from used bottles, making shaved cucumber juice, getuk, and kites, have positively influenced the children's abilities in areas aligned with the Pancasila profile. This profile encompasses values such as faith, devotion to God Almighty, appreciation of global diversity, mutual cooperation, independence, critical reasoning, and creativity. The increase in average scores from 110 to 132 and the growth in percentage from 51% to 61% highlight a substantial enhancement in the Pancasila Student Profile attributes among the children. Each child’s progress is also notable, providing insight into the varied responses to the learning activities and materials in the Garuda Book.

These findings are particularly significant in the context of this research, suggesting that the Garuda Book is an effective tool for educating young children on Pancasila's values, which is vital in early childhood education for the formation of foundational values. While the results are promising, it is crucial to consider other factors that may influence these outcomes, such as the children's learning environment, teaching methodologies, and individual differences. Further analysis or additional studies could offer deeper insights into these aspects. In summary, this research underscores the potential of the Garuda Book as a valuable educational resource in instilling the Pancasila Student Profile in early childhood, making a significant contribution to educational research.

Discussion

The research centered on the Garuda Book as an innovative medium to embed the Pancasila Student Profile in early childhood, an initiative aligned with the principles of the Indonesian Independent Curriculum. This curriculum is lauded for its emphasis on flexibility, creativity, and the inculcation of foundational values in education, addressing the diverse needs of modern learners. The Pancasila Student Profile is designed to foster qualities such as faith, cooperation, and critical thinking, which are increasingly vital in a rapidly changing global landscape. Introducing such educational tools reflects a broader shift towards more adaptive and relevant educational practices, catering to the evolving dynamics of student engagement and learning requirements (Fadillah & Yusuf, 2022)(Syifauzakia, 2023). This context sets the stage for exploring the effectiveness of the Garuda Book in achieving these educational aspirations.

The study revealed several key findings. It highlighted a significant gap in teachers' comprehension and application of the Independent Curriculum, suggesting a need for comprehensive training and support systems. The Garuda Book's thematic focus on environmental stewardship, creativity, and collaborative activities aligns with the curriculum's objectives. Its media and material were subjected to rigorous validation assessments, achieving high approval ratings (97.8%), underscoring its potential as a compelling educational tool. The empirical evidence from the trials, notably the marked improvement in the Pancasila Student Profile (average scores rising from 110 to 132), illuminates the book's substantial impact on enhancing key developmental attributes in children (Rindrayani, 2020)(Sitepu et al., 2021).

Comparing these outcomes with existing literature, this study echoes the findings of (Sriandila et al., 2023) and (Ashfarina, 2023), reinforcing the efficacy of the Independent Curriculum in bolstering student profiles. The specific examination of the Garuda Book as an educational medium provides fresh insights into how targeted learning resources can effectively underpin and amplify curriculum objectives. This contrasts the challenges in consistent curriculum implementation highlighted by (Fadillah & Yusuf, 2022), suggesting that specialized resources like the Garuda Book could address these disparities.

The notable enhancement in the Pancasila Student Profile post-intervention can be attributed to the Garuda Book's alignment with the ethos of the Independent Curriculum. Its content is crafted to be engaging and age-appropriate, incorporating themes that resonate with the developmental stages of early childhood. These themes, which include environmental awareness, cooperation, and creative exploration, are presented in a format that captivates young learners and fosters experiential learning. This strategic design approach, blending educational rigor with playful interaction, is instrumental in facilitating the effective assimilation of desired values and skills among the children(Bijl-Brouwer & Price, 2021).

The implications of this study are profound, underscoring the significance of well-designed educational media in early childhood education. The positive impact of the Garuda Book on the Pancasila Student Profile indicates the vital role such tools can play in actualizing the goals of modern curricula. This is especially pertinent in today's educational context, which demands a holistic approach to learning, intertwining cognitive development with nurturing social and ethical values. These findings contribute a valuable perspective to the ongoing discourse on optimizing educational tools to support comprehensive learning outcomes, particularly in fostering critical thinking, creativity, and societal awareness from an early age (Teo, 2019).

The promising results of this study warrant a cautious interpretation, considering the myriad factors that can influence educational outcomes. Variables such as individual learner differences, the pedagogical approach of educators, and the overall learning environment are critical elements that can impact the effectiveness of educational media like the Garuda Book. This complexity necessitates a multifaceted approach to educational research and curriculum development, advocating for further investigation into how these diverse factors interact and influence the utilization of educational resources (Bhugra et al., 2023)(Hennessy et al., 2022)(Purvis et al., 2020)(Smeplass, 2023). Additional research in this area would be invaluable in refining and tailoring educational strategies and tools to accommodate the varied learning landscapes of early childhood education.

The findings of this research have substantial implications for early childhood education. They suggest that thoughtfully crafted educational media, exemplified by the Garuda Book, can instill essential societal values and skills in young learners. This aligns seamlessly with the goals of the Indonesian Independent Curriculum, emphasizing the critical role of innovative and contextually relevant educational tools in modern teaching practices. The study contributes significantly to the body of knowledge on early childhood education, offering a pragmatic and culturally informed model for integrating essential values and competencies into educational frameworks. This research reinforces the importance of curriculum-aligned educational media and provides practical insights for educators and curriculum developers seeking to foster well-rounded, value-driven learning experiences in early childhood.

Conclusion

The research conducted on the Garuda Book, aimed at instilling the Pancasila Student Profile in early childhood, has yielded significant insights, affirming its effectiveness as an educational tool in line with the Indonesian Independent Curriculum. The study initially focused on understanding teachers' challenges with the independent curriculum, emphasizing the need for enhanced training. In-depth data collection and analysis of the Pancasila Student Profile led to the thoughtful design of the Garuda Book, characterized by its engaging content and aesthetic appeal. Rigorous validation by multimedia and material experts demonstrated its high quality, with the field trials at RA Nurul Hadina confirming its substantial impact on improving the Pancasila profiles among children. These findings indicate that well-crafted educational media like the Garuda Book can profoundly influence the imparting of societal values and skills in young learners. However, it is crucial to acknowledge the study's limitations, particularly the influence of external factors such as the learning environment and specific teaching methodologies. Future research should explore the long-term effects of such educational tools and their adaptability in varied educational contexts. Overall, this study underscores the potential of innovative, culturally relevant educational resources in early childhood education and contributes significantly to the field by offering practical insights for integrating essential values and competencies into educational frameworks, thereby reinforcing the critical role of curriculumaligned educational media in shaping the foundational values and skills in young learners.

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