Penguatan Profil Pelajar Pancasila Siswa Kelas VII SMP Negeri 15 Mataram melalui Implementasi Model Pembelajaran Berbasis Karakter pada Pembelajaran Bahasa Indonesia
DOI:
https://doi.org/10.29303/goescienceed.v7i1.1636Keywords:
Pancasila Student Profile, Character-Based Learning, Indonesian Language, Classroom Action ResearchAbstract
This study aimed to strengthen the Pancasila Student Profile of seventh-grade students at SMP Negeri 15 Mataram through the implementation of a character-based learning model in Indonesian language instruction. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action implementation, observation, and reflection stages. The research subjects were 27 students of class VII D. Data were collected through observation, attitude assessment, and documentation. The observed indicators of the Pancasila Student Profile included cooperation, independence, critical reasoning, and integrity. The results showed an improvement in the achievement of the Pancasila Student Profile among students. In Cycle I, the achievement percentage reached 62% and was categorized as fair, while in Cycle II it increased to 85% with a very good category. In addition, students’ activeness, discipline, and responsibility in Indonesian language learning also showed significant improvement. Therefore, it can be concluded that the implementation of a character-based learning model is effective in strengthening the Pancasila Student Profile of seventh-grade students at SMP Negeri 15 Mataram.
References
Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Pendidikan Menengah. (2025). Profil Pelajar Pancasila. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Hasan, et al. (2023). Penguatan Profil Pelajar Pancasila Siswa Kelas VII SMP Negeri 15 Mataram melalui Implementasi Model Pembelajaran Berbasis Karakter pada Pembelajaran Bahasa Indonesia. JPPIPA, v6i1.
Hervina, et al. (2023). Efektivitas model pembelajaran berbasis karakter. Jurnal Pendidikan, Undiksha.
Kementerian Pendidikan dan Kebudayaan. (2021). Profil Pelajar Pancasila. Jakarta: Kemendikbud.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Dimensi, Elemen, dan Subelemen Profil Pelajar Pancasila pada Kurikulum Merdeka. Kurikulum.kemdikbud.go.id.
Kemmis, S., & McTaggart, R. (2014). The action research planner. Springer.
Kurniawati. (2023). Problematika rendahnya kedisiplinan siswa SMP. Jurnal Cendekiawan.
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Lickona, T. (2019). Educating for character. Bantam Books.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook. Sage.
Noor, Adi Wahyudi. (t.t.). PTK (Penelitian Tindakan Kelas). SMAN 2 Prg.
Nurkhasanah. (2025). Peran pembelajaran Bahasa Indonesia dalam membentuk karakter. Kompasiana.
Permendikbud Nomor 22 Tahun 2020 tentang Standar Proses Pendidikan Dasar dan Menengah.
Pitria. (2022). Pendidikan karakter siswa melalui pembelajaran Bahasa Indonesia. Ghancaran, IAIN Madura.
Siregar, et al. (2024). Efektivitas model pendidikan karakter berbasis proyek. Jurnal Uwarta, Dharmawangsa.
Suyanto. (2018). Pendidikan karakter dalam pembelajaran. Jurnal Pendidikan Karakter, 8(1), 12–22.
Utomo. (2024). Metode Penelitian Tindakan Kelas (PTK): Panduan praktis. Edu Pubmedia.
Viranthi, et al. (2022). Instrumen penilaian berbasis karakter. Jurnal MI, Undiksha.
Wahyuni, et al. (2023). Implementasi pendidikan karakter melalui pembelajaran Bahasa Indonesia kelas VII SMP Negeri 4 Lempuing Jaya. Pembahsi, Univ PGRI Palembang.
Wibowo, A. (2020). Pendidikan karakter berbasis nilai Pancasila. Jurnal Ilmu Pendidikan, 26(2), 95–104.
Zubaedi. (2018). Desain pendidikan karakter. Kencana.
