IMPLEMENTASI PENDIDIKAN PANCASILA DALAM PERSPEKTIF KURIKULUM MERDEKA DI MIN 1 PESAWARAN

GANGSARIA, ARFIANANDA (2025) IMPLEMENTASI PENDIDIKAN PANCASILA DALAM PERSPEKTIF KURIKULUM MERDEKA DI MIN 1 PESAWARAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatar belakangi oleh fenomena degradasi moral, seperti rendahnya sikap sopan santun, toleransi, dan tanggung jawab sosial di kalangan peserta didik sekolah dasar, menjadi tantangan serius dalam dunia pendidikan. Kondisi ini dipengaruhi oleh dampak negatif perkembangan teknologi dan kurangnya peran orang tua dalam pengawasan karakter anak di luar sekolah. Untuk menjawab tantangan tersebut, Kurikulum Merdeka hadir dengan menekankan penguatan karakter melalui nilai-nilai Pancasila di MIN 1 Pesawaran. Penelitian ini bertujuan untuk mendeskripsikan implementasi Pendidikan Pancasila dalam perspektif Kurikulum Merdeka di MIN 1 Pesawaran serta mengidentifikasi faktor-faktor pendukung dan penghambat pelaksanaannya. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan kualitatif deskriptif. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi. Penelitian ini menggunakan sumber data berupa data primer dan sekunder. Data primer dalam penelitian ini berupa hasil observasi, wawancara dan dokumentasi berupa foto yang dilakukan peneliti di lapangan. Data sekunder dalam penelitian ini berupa buku, ebook, dan jurnal mengenai Pendidikan Pancasila dan Kurikulum Merdeka. Subjek penelitian terdiri dari kepala madrasah, waka kurikulum, dan guru Pendidikan Pancasila. Hasil penelitian menunjukkan bahwa implementasi Pendidikan Pancasila dilakukan melalui tiga tahap utama: perencanaan, pelaksanaan, dan evaluasi. Pada tahap perencanaan, guru menyusun modul ajar, kegiatan pembiasaan karakter, serta program ekstrakurikuler yang berbasis nilai Pancasila. Pelaksanaan dilakukan melalui pembelajaran berbasis pengalaman dan proyek, pembiasaan nilai dalam budaya sekolah, serta kegiatan ekstrakurikuler seperti pramuka dan seni budaya. Evaluasi mencakup aspek kognitif, afektif, dan psikomotorik yang dinilai melalui asesmen, observasi, dan partisipasi siswa dalam kegiatan sosial. Faktor pendukung meliputi keteladanan guru, dukungan orang tua, lingkungan sekolah yang kondusif, sarana prasarana, serta kebijakan madrasah yang didukung oleh Kementerian Agama. Adapun faktor penghambatnya meliputi keterbatasan penguasaan teknologi oleh guru, terbatasnya pelatihan langsung, pengaruh lingkungan luar terhadap karakter siswa, serta kurangnya pengawasan terhadap penggunaan gadget di rumah. Dengan demikian, implementasi Pendidikan Pancasila di MIN 1 ii Pesawaran telah berjalan cukup efektif dalam kerangka Kurikulum Merdeka, meskipun masih memerlukan dukungan dan penguatan dari berbagai pihak untuk mencapai hasil yang optimal. Kata Kunci : Pendidikan Pancasila, Kurikulum Implementasi, Karakter, Sekolah Dasar Merdeka, iii ABSTRACT This research is motivated by the phenomenon of moral degradation, such as the declining attitudes of politeness, tolerance, and social responsibility among elementary school students, which has become a serious challenge in the field of education. This condition is influenced by the negative impacts of technological development and the lack of parental involvement in supervising children's character development outside of school. To address this issue, the Merdeka Curriculum was introduced with an emphasis on character strengthening through the values of Pancasila. This study aims to describe the implementation of Pancasila Education within the framework of the Merdeka Curriculum at MIN 1 Pesawaran and to identify the supporting and inhibiting factors in its implementation. This research employs a qualitative descriptive approach. Data collection techniques include in-depth interviews, participant observation, and documentation. The data sources used in this study consist of both primary and secondary data. Primary data were obtained from field observations, interviews, and photographic documentation. Secondary data were derived from books, e-books, and journals related to Pancasila Education and the Merdeka Curriculum. The research subjects include the head of the madrasa, the vice principal for curriculum, and the Pancasila Education teacher. The findings show that the implementation of Pancasila Education is carried out through three main stages: planning, implementation, and evaluation. In the planning stage, teachers prepare teaching modules, character habituation programs, and extracurricular activities based on Pancasila values. The implementation stage involves experiential and project-based learning, daily habituation of values within school culture, and extracurricular activities such as scouting and cultural arts. The evaluation stage includes the cognitive, affective, and psychomotor aspects, assessed through assignments, observations, and student participation in social activities. Supporting factors include teacher role models, parental support, a conducive school environment, adequate facilities and infrastructure, and policies supported by the Ministry of Religious Affairs. Meanwhile, the inhibiting factors include limited technological proficiency among teachers, insufficient direct training, negative influences from outside the school environment on student character, and lack of parental supervision iv regarding gadget use at home. In conclusion, the implementation of Pancasila Education at MIN 1 Pesawaran has been carried out effectively within the framework of the Merdeka Curriculum, although it still requires greater support and reinforcement from various stakeholders to achieve optimal outcomes. Keywords : Pancasila Education, Merdeka Curriculum, Implementation, Character, Elementary School

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