Implementation of the Pancasila Student Profile in History Education at SMA

Abstrak

This study examines the planning, implementation, and evaluation of the Pancasila Student Profile in History education at SMA Negeri 1 Surakarta. The study used a qualitative descriptive approach. Data were collected through passive participant observation, interviews, and document analysis involving the vice principal for curriculum, Grade 10 History teachers, Grade 10 students, learning activities, teaching modules, instructional media, and peer-assessment instruments. Data were selected through purposive and time sampling and validated through source and method triangulation. Analysis was conducted interactively through data reduction, data display, conclusion drawing, and verification. The findings show that the Pancasila Student Profile was integrated into teaching modules and diagnostic, formative, and summative assessment instruments. Classroom instruction was student-centered, motivating, and enjoyable, with character development embedded in learning activities. The six dimensions were developed through prayer and moral reflection, historical study of cultural diversity, collaborative tasks, individual and differentiated assignments, questioning and historical analysis, and creative products. Evaluation relied particularly on formative attitude assessment and peer assessment. Implementation was supported by the History Subject Teacher Working Group (MGMP), the Pancasila Student Profile Strengthening Project (P5), and school culture, while the main constraint was the difficulty of preparing differentiated assessment instruments.