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Cultivating the Pancasila Student Profile in Early Childhood Using the Garuda Book: An Innovative Method in Indonesian Educational Practices
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Abstract
This study examines the effectiveness of the Garuda Book, a tailored educational tool for instilling the Pancasila Student Profile in early childhood education within Indonesia's Independent Curriculum framework. Utilizing a Research and Development (R&D) approach, this research involved creating, implementing, and evaluating the Garuda Book in an early childhood educational setting at RA Nurul Hadina. The study's methodology incorporated the development of project activities linked to the curriculum, including "I Love the Earth" and "I Love Indonesia," with the book designed for durability and child appeal. Data collection entailed various questionnaires assessing media and material validity and the effectiveness of the Garuda Book in imparting Pancasila values. Results indicated a significant improvement in children's understanding and embodiment of Pancasila values post-intervention, as evidenced by increased scores in assessments related to faith, diversity, cooperation, independence, critical reasoning, and creativity. However, challenges such as teachers' limited understanding of the independent curriculum were noted, necessitating further training. This study's findings underscore the potential of contextually relevant educational tools like the Garuda Book in early childhood education, contributing substantially to pedagogical practices aimed at value formation. Future research could explore such tools' long-term impacts and adaptability across diverse educational contexts.
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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)
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