IMPLEMENTASI PEMBELAJARAN " PROFIL PELAJAR PANCASILAPADA TAMAN KANAK-KANAK DI KABUPATEN TASIKMALAYA "

• Main Author: Amelia Triani, - (Author)
• Format: Book
• Published: 2022-08-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/86325/1/S_PAUD_1800471_Title.pdf; http://repository.upi.edu/86325/2/S_PAUD_1800471_Chapter1.pdf; http://repository.upi.edu/86325/3/S_PAUD_1800471_Chapter2.pdf; http://repository.upi.edu/86325/4/S_PAUD_1800471_Chapter3.pdf; http://repository.upi.edu/86325/5/S_PAUD_1800471_Chapter4.pdf; http://repository.upi.edu/86325/6/S_PAUD_1800471_Chapter5.pdf; http://repository.upi.edu/86325/7/S_PAUD_1800471_Appendix.pdf
• Keywords: L Education (General); LB1501 Primary Education

Penelitian ini dilatarbelakangi oleh pentingnya profil pelajar pancasila di dalam pembelajaran. Memudarnya semangat nasionalisme dan patriotisme dikalangan muda, menjadikan kemampuan dari setiap individu cenderung menjadi bersifat individual, belum mampu berpikir kritis secara optimal, serta kebhinekaan global yang masih kurang. Penelitian ini bertujuan untuk memperoleh pemahaman mendalam terkait implementasi guru, pada saat melakukan implementasi pembelajaran profil pelajar Pancasila pada Taman Kanak-Kanak di Kabupaten Tasikmalaya. Melalui implementasi pembelajaran profil pelajar Pancasila, diharapkan agar dapat menjaga nilai luhur dan moral bangsa, sesuai dengan nilai-nilai yang terkandung didalam pancasila. Jenis penelitian ini merupakan penelitian kualitatif dengan menggunakan metode penelitian deskriptif. Partisipan dalam penelitian ini adalah guru sedang mengalami pengimplementasian pembelajaran profil pelajar Pancasila, sedangkan subjek penelitian sebanyak tiga orang orang guru dari tiga lembaga Taman Kanak-Kanak. Teknik pengumpulan data yang digunakan yaitu wawancara semi terstruktur dan observasi. Data analisis menggunakan metode Miles dan Huberman. Hasil penelitian menunjukkan bahwa Taman Kanak-Kanak di Kabupaten Tasikmalaya, telah berkontribusi dalam implementasi pembelajaran profil pelajar Pancasila, guna mewujudkan keenam dimensi profil pelajar Pancasila didalam pembelajaran diantaranya; 1) beriman, bertakwa kepada Tuhan YME, dan berakhlak mulia, 2) mandiri, 3) bernalar kritis, 4) kebhinekaan global, 5) bergotong royong, 6) kreatif. Dalam penelitian ini terlihat bahwa dalam upaya meminimalisir hambatan atau kendala, guru dapat melaksanakan komunikasi serta edukasi baik kepada pihak intern maupun ekstern. This research is motivated by the importance of the profile of Pancasila students in learning. The fading of the spirit of nationalism and patriotism among young people, makes the abilities of each individual tend to be individual, unable to think critically optimally, and global diversity is still lacking. This study aims to gain an in-depth understanding of teacher implementation in implementing learning profiles of Pancasila students in Kindergarten in Tasikmalaya Regency. Through the implementation of Pancasila student profile learning, it is hoped that they can maintain the noble and moral values of the nation, in accordance with the values contained in Pancasila. This type of research is a qualitative research using descriptive research methods. The participants in this study were teachers who had experience in implementing Pancasila student profile learning, while the research subjects were three teachers from three Kindergarten institutions. Data collection techniques used are semi-structured interviews and observation. Data analysis using the Miles and Huberman method. The results show that Kindergarten in Tasikmalaya Regency, has contributed to the implementation of Pancasila student profile learning, in order to realize the six dimensions of Pancasila student profile in learning including; 1) have faith, fear God Almighty, and have noble character, 2) independent, 3) critical reasoning, 4) global diversity, 5) mutual cooperation, 6) creative. From the various experiences faced by teachers, this study shows that in an effort to minimize obstacles or obstacles, teachers can carry out communication and education to both internal and external parties.