Abstract
In Temanggungan Village, Tamansari, Rumpin, Bogor, the implementation of the Pancasila Student Profile faces several challenges, such as limited educational facilities, a lack of understanding of the importance of Pancasila values in daily life, and low community and parental participation in supporting the strengthening of students’ faith and piety. This study employs the Participatory Action Research method, and the results show that the Pancasila Student Profile reinforcement project is implemented flexibly, separate from intracurricular activities, with a focus on strengthening spiritual values. A technology- and innovation-based approach, combined with active community involvement, has created a more holistic learning environment that is relevant to the needs of the 5.0 era.
References
Afandi, A. (2015). Modul Participatory Action Research (PAR) untuk Pengorganisasian Masyarakat (Community Organizing),. Surabaya: Dwiputra Pustaka Jaya.
Agus afandi, d. (2013). Modul Participatory Action Reseacrh (PAR). Surabaya: IAIN Sunan Ampel Surabaya.
Diah Ayu Saraswati, D. N. (2022). Analisis Kegiatan P5 di SMA Negeri 4 Kota Tangerang sebagai Penerapan Pembelajaran Terdiferensiasi pada Kurikulum Merdeka. Jurnal Pendidikan MIPA, 185-191.
Pratomo, I. H. (2021). pentingnya Peran Keluarga Dalam Pendidikan Karakter. Jurnal Pedagogik Pendidikan Dasar, 7-15.
Rachmawati, N. M. (2022). Projek Penguatan Profil Pelajar Pancasila dalam Impelementasi Kurikulum Prototipe di Sekolah Penggerak Jenjang Sekolah Dasar. Jurnal Basicedu, 3613–3625.
Wawan. (2021). Analisis Faktor Pendukung Dan Penghambat Pembentukan Profil Pelajar Pancasila Di Sekolah. Surakarta: Universitas Muhammadiyah.
Yanzi, H. F. (2022). Analysis of the Implementation of the Pancasila Student Profile Strengthening Project (P5) in Junior High school . Jurnal Pendidikan Progressif , 12.