Project Management Program for Strengthening Pancasila Student Profiles in the Independent Curriculum at Ngadiwinatan Muhammadiyah Elementary School and Kleco Muhammadiyah Elementary School Yogyakarta City
Abstract
This research aims to determine and describe the management of the Pancasil Student Profile Strengthening Project (P5) program in the Independent Curriculum at Muhammadiyah Ngadiwinatan Elementary School and Muhammadiyah Kleco Elementary School, Yogyakarta City. The method used in this research is descriptive qualitative. This research was conducted at Muhammadiyah Ngadiwinatan Elementary School and Muhammadiyah Kleco Elementary School, Yogyakarta City. The subjects of this research were the principal, teachers and the P5 facilitator team. Data collection techniques use interviews, observation and document study. Data were analyzed by referring to Miles & Huberman's theory, namely data collection, data condensation, data presentation, and drawing conclusions. The results of this research show that P5 planning at Muhammadiyah Ngadiwinatan Elementary School includes (1) the principal forming a P5 facilitator team involving all subject teachers, (2) identifying school readiness by providing understanding to teachers, (3) teachers and the facilitator team designing themes. and dimensions taking into account the characteristics of the school and the time allocation used is a block system, 4) the activity of compiling modules by determining the dimensions, objectives, time and implementation procedures, 5) and the teacher and facilitator team designing a reporting strategy. Organizing P5 was carried out by empowering a team of facilitators. Implementation of P5 includes (1) providing tools and conducting outreach about P5, (2) teachers and a team of facilitators showing educational videos, (3) students working on projects and (4) students reflecting on the projects they are working on. Supervision or evaluation of P5 is carried out by observing and assessing all P5 activities by the educators and facilitator team. P5 planning at Muhammadiyah Kleco Elementary School includes (1) the principal forming a P5 facilitator team by prioritizing teachers who have an understanding of P5, (2) identifying school readiness by involving teachers in workshop activities, (3) determining the themes and dimensions raised based on the evaluation of school report cards and the time allocation used is to use a block system, (4) compiling modules by determining themes, objective dimensions, implementation and assessment and (5) designing reporting strategies using observations, observation and assessment. Organizing P5 is carried out by empowering the facilitator team and providing adequate resources. Implementation of P5 includes (1) the teacher and facilitator team providing outreach to students, (2) the teacher and facilitator team providing educational video shows, (3) students working on projects and (4) students reflecting on the projects they have worked on. Supervision and evaluation of P5 is carried out by observation, interviews, observation and assessment of all P5 activities.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i10.7092
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