4. Mewujudkan Profil Pelajar Pancasila dalam Pembelajaran (Kurikulum Merdeka)

Main Ideas and Concepts

• Goal of Indonesian education (Kurikulum Merdeka): The education system aims to produce students with the Pancasila Student Profile—a graduate profile representing the character and competencies expected to be developed in every learner.

• What the Pancasila Student Profile represents: The profile is not only academic; it is built through:

  • everyday life character formation,
  • the culture of the educational unit,
  • intracurricular learning (core learning),
  • emphasis on character education,
  • and extracurricular/co-curricular activities.

• Six dimensions of the Pancasila Student Profile:

  1. Faith in God Almighty and noble character
  2. Independence
  3. Cooperation (working together)
  4. Appreciation of diversity
  5. Global competence
  6. Critical and creative reasoning

• How the profile should be developed:

  • The six dimensions should be treated as one unified whole.
  • Development must be consistent from the foundational phase through the end of the next phases.
  • It is achieved through intracurricular learning aligned to learning goals, plus strengthening via co-curricular and extracurricular supports.

• Role of Merdeka curriculum structure (how learning is implemented):

  • Intracurricular activities: main learning activities that directly develop competencies and character.
  • Co-curricular activities: activities to deepen/enrich intracurricular learning; at least implemented as projects to strengthen the Pancasila profile.
  • Extracurricular activities: talent/interest development that optimizes students’ potential, personality abilities, cooperation, and independence under school guidance and supervision.
  • Culture of the educational unit: school climate, policies, interaction/communication patterns, and norms.

Methodology / Instructional Flow for Educators (Detailed)

A. Before Teaching (Planning)

• Analyze learning outcomes comprehensively, including:
  • rationale,
  • objectives,
  • characteristics, and
  • elements of the learning outcomes.
• Understand the role of each subject in developing the Pancasila Student Profile.
• Translate learning outcomes into learning objectives.
• Arrange a flow of learning objectives (learning trajectory).
• Design learning activities and assessment, ensuring alignment with the intended profile development.

B. How Teachers Develop the Profile Through Intracurricular Learning (Example Approach)

Using the video’s example from social studies (junior high school):

1. Examine and break down learning achievements for the social studies topic/phase.
2. Formulate a learning objective, such as:
   • “Managing simple finances in the digital era.”
3. Design learning activities that guide students to:
   • analyze their own needs and desires when they want to buy something in groups,
   • set a money-based goal (example given): buying a bag for Rp. 000 within 1 month,
   • perform financial planning to achieve the goal,
   • record cash flow using a worksheet.
4. Connect the learning method to profile dimensions, including:
   • independence,
   • critical reasoning, and
   • mutual cooperation (working together).

C. Continuous Character and Competency Development

• Emphasize that competencies/character cannot be formed overnight.
• Build the Pancasila Student Profile continuously from early childhood education through elementary, secondary, and vocational levels.
• Provide learning experiences that hone competencies and strengthen character.

Main Takeaway (Lesson)

To realize the Pancasila Student Profile in Kurikulum Merdeka, educators should plan intracurricular learning carefully (starting from learning outcomes → objectives → learning flow → learning/assessment design) and ensure learning experiences—supported by co-curricular, extracurricular, and school culture—consistently build all six dimensions.

Speakers / Sources Featured

• Mrs. Sari (example teacher in the subtitles)