Project Implementation Management of Strengthening The Pancasila Student Profile and Rahmatan Lil Alamin Student Profile at Private Madrasah Ibtidaiyah in Banjarmasin City

DOI

10.2991/978-2-38476-374-0_6How to use a DOI?

Keywords

Project; Implementation; Pancasila Student Profile

Abstract

Indonesian education has undergone developments and changes, marked by the changing of the education curriculum system in Indonesia to Merdeka curriculum. Merdeka curriculum aims to strengthen the character of students, one of which is through the Pancasila Student Profile Strengthening Project (P5) and the Rahmatan lil Alamin Student Profile (PPRA) at madrasah institutions. The implementation of P5-PPRA in madrasas is essential in generating students who excel academically as well as possess noble character. The objective of this study is to analyze and describe the management of P5-PPRA implementation in Private Madrasah Ibtidaiyah in Banjarmasin City. This study employed a qualitative approach with a multi-site study method involving two private madrasah ibtidaiyah as research subjects. The data collection technique was dominated by observation and interviews involving 4 people consisting of 1 madrasah head, 1 madrasah coordinator/deputy head of curriculum and 2 classroom teachers who implement Merdeka curriculum in the classroom at two private madrasah ibtidaiyah schools. The data obtained were analyzed using the Miles and Hubberman model with data triangulation techniques as a validation technique for the research data obtained. The results showed that the management of P5-PPRA implementation in Private Madrasah Ibtidaiyah was carried out through three main stages: planning, implementing, and evaluating. Planning is conducted at the beginning of the school year by involving teachers and education personnel in understanding the theme/topic to be applied, preparing the school ecosystem and determining the strategy design for implementing P5-PPRA in madrasah. The implementing stage authorizes teachers to organize the stages of P5-PPRA implementation in the subjects/classes they teach in which it is expected to increase teacher creativity and student involvement in the learning process. Evaluating is conducted in a structured manner at the end of the implementation of P5-PPRA learning which begins with a reflection of learning by the teacher in the classroom and a meeting with the teacher council to develop a follow-up strategy for the issues raised from the implementation of P5-PPRA. Thus, this study provides a theoretical contribution to the science of educational management and administration, especially related to the topic of P5-PPRA implementation management in madrasah. Practically, this study provides recommendations for other madrasah ibtidaiyah to modify the implementation of P5-PPRA in their madrasah effectively and creatively.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Halimatussa’diyah
AU  - Ahmad Suriansyah
AU  - Ahmad Ahmad
AU  - Sulistiyana Sulistiyana
PY  - 2025
DA  - 2025/03/13
TI  - Project Implementation Management of Strengthening The Pancasila Student Profile and Rahmatan Lil Alamin Student Profile at Private Madrasah Ibtidaiyah in Banjarmasin City
BT  - Proceedings of the 2nd International Conference on Environmental Learning Educational Technologies (ICELET 2024)
PB  - Atlantis Press
SP  - 48
EP  - 59
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-374-0_6
DO  - 10.2991/978-2-38476-374-0_6
ID  - 2025
ER  -