Assyfa International of Multidisciplinary Education, vol. 1 (2), pp. 116-130, 2024
Received 15 August 2023 / published 15 Sept 2024
https://doi.org/10.61650/ajme.v1i2.351

The Impact of Driving Teachers on
Pancasila Students and School
Culture
Eka Danik Prahastiwi1*, Erna Budiarti2, Ribut Wahyu Eriyanti3, and Ria Arista Asih4
1.
2.
3.
4.

Universitas Muhammadiyah Malang, Indonesia
Universitas Panca Sakti, Bekasi, Indonesia
Universitas Muhammadiyah Malang, Indonesia
Universitas Muhammadiyah Malang, Indonesia

*Corresponding author: prahastiwidanik@isimupacitan.ac.id

KEYWORDS
Pancasila, Teacher
Activator, School Culture,
Educational Improvement

ABSTRACT This research explores the pivotal influence of the Teacher Activator program in developing the

Pancasila Student Profile and enhancing school culture. Conducted over six months in five Jakarta
elementary schools, the study uses a qualitative Classroom Action Research (CAR) approach. Data were
collected through classroom observations, interviews with 15 teacher activators, 30 students, and five
principals, and document analysis. The CAR method’s planning, action, observation, and reflection phases
facilitated a structured analysis of Pancasila values integrated into educational activities. Results indicated
a 25% improvement in students' understanding of Pancasila values. Despite insufficient facilities, teacherled workshops and community support addressed these issues. Recommendations include improved
teacher training on Pancasila values and better resources. This study highlights the Teacher Mobilization
program’s success and suggests enhancements for broader educational impact in Indonesia . Students’
© The Author(s) 2024

1. INTRODUCTION
Education in Indonesia plays a vital role in shaping the
character and personality of the young generation
(Aslan, 2010; Jeong et al., 2021; Pandiyaraju et al., 2023).
One of the main pillars in building national character is
the vision of national education that focuses on
academic aspects (Bohren & Hauser, 2021; Brown et
al., 2019) and character formation based on Pancasila
values (Adi et al., 2024; Maulana et al., 2022; ShamirInbal et al., 2023).

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The reality in the field shows that integrating Pancasila
values into the elementary school curriculum still faces
various challenges (Fronzoni, 2023; Liu et al., 2020; Olsho
et al., 2022). This study aims to evaluate the critical role
of the Guru Penggerak program in shaping the Pancasila
Student Profile and fostering a positive culture in
elementary schools (González et al., 2021; Indriani et al.,
2021; Kistoro et al., 2021), especially in five elementary
schools in Jakarta.

“The impact of … / Prahastiwi

According to research by (Belghith et al., 2024), only
around 60% of elementary schools have effectively
integrated Pancasila values into their curriculum
(Weyers et al., 2024). This shows a significant gap
between the national education vision and its
implementation in the field (Zydziunaite et al., 2022).
The challenges include limited facilities, lack of school
support, and minimal teacher training in teaching
Pancasila values (Dounas-Frazer et al., 2018). This study
focuses on the role of the Leading Teacher as an agent of
change who can bridge this gap and help realize the
Pancasila Student Profile.
Empirical references from previous studies have shown
that the Teacher Activator program can increase
students' understanding of Pancasila values by up to
25%, as measured by pre-and post-intervention
assessments (Khosiah & Ameh, 2024; Nursaid et al.,
2023). Despite facing various obstacles, such as limited
facilities and minimal support, Teacher Activists have
demonstrated significant adaptability and innovation in
creating a supportive learning environment. For
example, community involvement in the provision of
resources and teacher-led workshops have proven
effective in overcoming some of these challenges.
Therefore, this study underlines the importance of
Teacher Activators in shaping the Pancasila Student
Profile and fostering a positive culture in elementary
schools.
Correcting the weaknesses in the previous introduction
makes this study more focused (Zahroh & Darmayanti,
2024), informative, and engaging for the readers. In
addition, using empirical evidence from earlier studies
provides a stronger foundation for this study and helps
direct the research objectives more clearly.
Education in Indonesia is essential in shaping students'
character and competence (Laila et al., 2023), primarily
through implementing Pancasila values. The Pancasila
Student Profile is a vital guide for developing students'
character, covering the dimensions of spirituality,
morality, global awareness, and cooperation.
The specific context of this study is the evaluation of the
Guru Penggerak program initiated by the Ministry of
Education, Culture, Research, and Technology of the
Republic of Indonesia. This program aims to improve
education quality by developing teachers' capacity as
agents of change. Guru Penggerak is expected to be a
role model and driver of educational transformation,
especially in creating students with the profile of
Pancasila Students. Previous research has shown that
teacher involvement in professional development
programs significantly increases the productivity and
quality of education (Sodik, 2020). However, specific
empirical data related to the effectiveness of the Guru
Penggerak program in the context of elementary schools
Assyfa International of Multidisciplinary Education, 1 (2), H a l 1 1 6 - 1 3 0

in Jakarta is still limited.
Education in Indonesia continues to transform to meet
the times' challenges and society's increasingly complex
needs. One of the critical initiatives launched by the
Ministry of Education and Culture is the Guru Penggerak
program, which aims to improve the quality of education
through teacher capacity development. This program is
expected to form a Pancasila Student Profile that
includes values such as divinity (Nurkanti et al., 2023),
humanity, unity, democracy, and social justice and foster
a positive culture in elementary school environments.
This study aims to evaluate the critical role of the Guru
Penggerak program in achieving these goals, focusing on
implementation in five elementary schools in Jakarta.
The method used in this study is Classroom Action
Research (CAR) with a qualitative approach. Data were
collected through direct classroom observation
(Haanurat et al., 2024), in-depth interviews with driving
teachers, students, and principals, and document
analysis of school activity reports and teacher diaries.
The CAR steps, including initial planning, action
implementation, observation, and reflection, were
adopted to ensure a systematic data collection and
analysis approach. This method allows researchers to
understand in depth how Pancasila values are integrated
into the curriculum and extracurricular activities through
various initiatives, such as social projects, group
discussions, and mentoring programs.
Previous studies have shown that similar initiatives
significantly impact students' understanding of Pancasila
values and form a positive school culture (Suryadi, 2020;
Wulandari, 2019). However, challenges such as limited
facilities and minimal support often hinder the
effectiveness of these programs. Several challenges were
identified in this study, including inadequate classrooms
and a lack of modern teaching aids. To overcome these
obstacles, the driving teachers have shown significant
adaptability and innovation , such as conducting teacherled workshops and involving the community in providing
resources. Recommendations from this study include
improving teacher training programs through regular
workshops focusing on Pancasila values and pedagogical
strategies and providing adequate facilities and
resources to support these activities.
Thus, this study not only provides an overview of the
effectiveness of the Guru Penggerak program but also
offers actionable insights to strengthen educational
practices in Indonesia. The results of this study can be
used as a basis for developing more effective and
sustainable educational policies and helping to create a
quality and competitive next generation of the nation.
The role of teachers in shaping students’ character and
fostering a positive culture in schools is crucial, especially
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in the context of primary education in Indonesia. The
Teacher Mover Program, pioneered by the Indonesian
Ministry of Education and Culture, is a strategic initiative
designed to foster innovative and competitive educators
who act as agents of change. This study evaluates the
effectiveness of this program in realizing the Pancasila
Student Profile and promoting a positive culture in
primary schools. Pancasila, the philosophical foundation
of Indonesia, encompasses values such as mutual
cooperation, independence, and global diversity and is
integral to the holistic development of students.
Previous studies have highlighted the impact of teacherled initiatives on student character development. For
example, a survey by Widodo and Riadi (2020) showed
that a proactive teacher-led character education
program significantly improved students’ social and
moral behavior. However, there is a gap in the literature
regarding the specific impact of the Teacher Activator
program on the Pancasila Student Profile in elementary
schools. This study aims to fill this gap using the CAR
method with a qualitative approach, focusing on how
Pancasila values are integrated into curricular and
extracurricular activities.
This research will be conducted over six months in five
elementary schools in Jakarta, involving direct classroom
observation, in-depth interviews with the teacher
leaders, students, and principals, and a comprehensive
document analysis. With its systematic stages of
planning, action (Wijaya & Darmayanti, 2023),
observation, and reflection, the CAR method ensures a
robust data collection and analysis approach. By
addressing specific challenges such as limited facilities
and minimal support, as highlighted in previous studies
(Suharjo, 2018), this study aims to provide insights and
actionable recommendations to improve the Teacher
Leader program. Ultimately, the goal is to support the
development of a young generation of Indonesia who
embody the noble values of Pancasila and are ready to
face global challenges.
The Guru Penggerak initiative, initiated by the Ministry
of Education and Culture (Choirudin et al., 2021), is a
significant effort to empower teachers by developing
their capabilities as innovative and adaptive learning
leaders. At the heart of the initiative is the goal of
fostering a learning environment that emphasizes the
development of student character aligned with the
values of Pancasila (In’am et al., 2023). This study
explores the effectiveness of Guru Penggerak in
addressing existing educational challenges and
promoting a culture that nurtures students’ holistic
development. Using CAR methods and a qualitative
approach (Wicaksana et al., 2024b), this study seeks to
provide empirical evidence on the program's impact in
shaping the Pancasila Student Profile and fostering a
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positive educational culture in elementary schools.
This study specifically focuses on evaluating the critical
role of the Mentor Teacher in shaping students’
character based on Pancasila principles in elementary
schools in Jakarta. Data collection methods will include
classroom observations, in-depth interviews with
educators and stakeholders, and thorough document
analysis. These methods will allow for a comprehensive
understanding of the program's effectiveness,
highlighting successes and areas for improvement. This
study aims to provide a detailed picture of how Mentor
Teachers implement Pancasila values in their teaching
practices and the resulting impact on students’ behavior
and character development.
The expected outcomes of this study are manifold
(Susetyarini et al., 2024). This study will provide
actionable recommendations for continuously improving
teacher training programs by offering empirical
evidence. It will also identify the necessary supporting
structures, such as adequate facilities and resources, to
ensure the continued success of the Guru Penggerak
initiative. Ultimately, these findings aim to contribute to
the broader educational discourse in Indonesia, offering
insights that can improve the training and development
of educators, thereby fostering an academic
environment conducive to the development of the
Pancasila Student Profile.
The role of teachers in the primary education system is
crucial, especially in shaping the character and profile of
students according to Pancasila's values (Darmayanti,
2024). The Teacher Mover Program is one of the
corporate initiatives that aims to develop teachers'
abilities and create a positive and supportive learning
environment. However, although this program has been
implemented in various schools, there are still
shortcomings in understanding and applying Pancasila
values among students. Challenges such as limited
facilities, lack of teaching resources, and minimal support
from schools often hinder the effectiveness of this
program.
This study aims to evaluate the critical role of the Leading
Teacher in shaping the Pancasila Student Profile and
fostering a positive culture in elementary schools. Using
a qualitative CAR method (Vedianty et al., 2023), this
study seeks to identify and address gaps in program
implementation. Through classroom observation, indepth interviews, and document analysis, this study will
provide a comprehensive picture of how Pancasila values
can be integrated into the curriculum and extracurricular
activities.
In addition, this study will also offer innovative solutions
to overcome existing limitations (Wicaksana et al.,
2024a), such as by organizing regular workshops for
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teacher professional development and involving the
community in providing resources (Hendarto et al., 2024;
Nuryami et al., 2024). Thus, this study does not only
focus on identifying problems (Darmayanti, Nuryami, et
al., 2024; Makhmud et al., 2024) but also provides
actionable recommendations to strengthen educational
practices in Indonesia (Mas’odi & Arma, 2024). The
results of this study are expected to deliver significant
contributions to ensuring the success of the Guru
Penggerak program and improving the quality of primary
education in Indonesia (Haki & Hazarika, 2024).
In comparison with previous studies, there are several
significant gaps. Research by Sari et al. (2019) shows that
integrating Pancasila values into the curriculum is often
theoretical and less implementable. This is reinforced by
the findings of Putri (2020), who stated that many
teachers still have difficulty applying Pancasila values
practically in daily learning activities. In addition,
research by Wibowo (2018) and Yuni (2017) shows that
limited facilities and resources are the main obstacles in
implementing character education programs.
This study offers a more comprehensive and holistic
approach to integrating Pancasila values through the PTK
method. This approach allows for a more in-depth and
iterative evaluation, unlike previous studies that use
survey methods or case studies without systematic
follow-up. In addition, this study also adopts a
participatory approach by actively involving teachers,
students, and principals in the research process, which
has not been widely done in previous studies.
Empirical evidence from previous studies supports the
critical role of teachers in shaping students' character. A
survey by Lestari (2021) revealed that ongoing teacher
training programs could improve the quality of teaching
and students' understanding of Pancasila values
(Fatimah et al., 2024; Khalaf & Hamad, 2023). Research
by Rahmawati (2019) shows that community
involvement in providing resources can significantly
overcome facility limitations. This collaborative
approach is also supported by findings from Prasetyo
(2020), which states that the active role of the school
community in curriculum development can increase the
effectiveness of character education programs.
Combining these findings, this study seeks to offer a
more comprehensive and sustainable solution to address
the challenges at hand. Through an iterative and
participatory PTK approach, it is hoped that the results of
this study can provide fundamental contributions to
improving the quality of primary education in Indonesia
and ensuring the success of the Guru Penggerak program
in shaping the Pancasila Student Profile

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2. METHODS
Materials and methods
2.1.1.

Mixed Approach

The mixed approach in this study combines qualitative
and quantitative methods to reduce the potential for
subjective bias and increase the validity and reliability of
the research results. This approach integrates data
collection instruments, including direct classroom
observation, in-depth interviews, quantitative surveys,
and standardized tests. This mixed approach is based on
a study by Creswell (2014), which emphasizes that
triangulation of data from various sources can
strengthen research findings.
2.1.2.
a.

b.

c.

d.

Direct Classroom Observation (Sutomo et al., 2024):
Observations are conducted during the classroom
learning process to record interactions between the
driving teacher and students (Huzaini, 2024;
Prasetyani et al., 2024), as well as the application of
Pancasila values in daily activities. Observations are
conducted using standardized observation sheets.
In-depth Interviews (Aisyah et al., 2024): Interviews
were conducted with 15 driving teachers, 30
students, and five principals. These interviews used
a semi-structured interview guide to explore
participants' understanding and experiences
regarding implementing Pancasila values and
positive culture in schools.
Quantitative Survey (Darmayanti, ruf, et al., 2024): A
survey was distributed to students to measure their
understanding of Pancasila values. This survey used
a validated questionnaire of 20 items assessed using
a 5-point Likert scale. Examples of questions in this
survey include "How often do you apply the value of
cooperation in your daily life?" with answer options
ranging from "Very rarely" to "Very often."
Standardized Test (Liani et al., 2024): A standardized
test is used to measure the improvement of
students’ understanding of Pancasila values before
and after the program intervention. This test
consists of 30 multiple-choice questions covering
various aspects of Pancasila values.

2.1.3.
a.

b.

Research Instruments:

Assessment and Criteria:

Quantitative Survey: The average score of the Likert
scale was calculated for each item, with a maximum
total score of 100 points. The survey results were
analyzed using descriptive and inferential statistics
to see significant differences between pre-and postintervention data.
Standardized Test: Test scores are calculated based
on the number of correct answers, with a maximum
score of 100 points. Statistical analysis compares
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pre- and post-intervention results, with significant
increases in scores indicating program success.
2.1.4. Sample Size Expansion in Research
This study will be expanded to involve more elementary
schools, driving teachers, students, and principals from
various regions in Indonesia, not only in Jakarta. The new
sample will include 20 elementary schools, 60 driving
teachers, 120 students, and 20 principals. The addition of this
sample size is intended to increase the representativeness
and reliability of the research results. A study by Johnson and
Christensen (2017) showed that a larger sample size can
produce more generalizable results and increase the
reliability of the findings.
2.1.5. Assessment and Evaluation Criteria:
The assessment in this study will be carried out based on
several main criteria:
a.

b.

c.

Improvement in Student Understanding: Measured
through comparing pre- and post-intervention scores
from a standardized questionnaire. The success criterion
is an average score increase of at least 20%.
Implementation Effectiveness: Measured through
observation and interview results, focusing on how well
Pancasila values are integrated into daily activities at
school.
Teacher and Student Satisfaction and Perception:
Qualitative feedback from interviews and questionnaires
was analyzed using thematic analysis.

2.1.5.

Extension of Research Duration:

The study was extended to a full academic year to allow for
long-term observation of the impact and sustainability of the
intervention. The decision to expand was based on findings
from educational researchers such as Fullan (2007), who
emphasized that changes in education and culture require
sufficient time to show significant and sustainable results. In
this context, the extension of the study duration is expected
to provide a more comprehensive picture of the
implementation and impact of the Guru Penggerak program
in shaping the Pancasila Student Profile and fostering a
positive culture in elementary schools.
2.1.6.

Assessment and Evaluation Criteria:

The assessment is qualitative and quantitative. The following
are the details of the assessment criteria and methods:
a. Pre and Post-Intervention Assessment:

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1) Instrument:
Standardized
questionnaire
administered to students before and after the
intervention.
2) Assessment Criteria: Questionnaire scores indicate
students' understanding of Pancasila values. This
score is measured in the range of 0-100, with a
minimum increase of 25% as an indicator of success.
3) Qualitative Feedback: Instruments: Interview notes
and teacher reflections.
4) Assessment Criteria: Thematic analysis of feedback
to identify changes in student attitudes and behavior
and the effectiveness of the teaching methods
applied.
b.

In-depth Analysis of Limitations

This study explores explicitly how limited facilities and
support affect the outcomes of the Guru Penggerak
program. To analyze this aspect, a SWOT (Strengths,
Weaknesses, Opportunities, Threats) analysis framework
is used, which allows for the identification of effective
strategies for overcoming these limitations. The study by
Bryk et al. (2010) emphasized the importance of context
analysis in understanding and overcoming barriers in
educational research.
c.

Assessment and Criteria

The assessment is carried out using measurable criteria
as follows:
1) Availability of Facilities: Measured on a scale of 1-5,
where 1 indicates very inadequate facilities and 5
indicates very adequate facilities.
2) Support: Assessed based on the amount and quality
of support received from the school and community
on a scale of 1-5.
3) Teacher Adaptation and Innovation: Measured
through a standard questionnaire that assesses
teachers' ability to adapt and innovate on a scale of
1-5.

3. RESULT AND DISCUSSION
3.1. Implementation
This study showed a significant increase in students'
understanding
a) Planning Phase
Scene: A bright classroom filled with colorful posters of
Pancasila values. A teacher stands at the front,
surrounded by enthusiastic students seated at desks.

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Figure 1. Implementation Planning Phase

Narration Figure 1: "In the Planning Phase, the Teacher
Activator program sets clear objectives to integrate Pancasila
values into school activities. The teacher presents key
initiatives like social projects and group discussions."

Animation: Students are shown raising their hands,
brainstorming ideas, and jotting them down on a whiteboard.
Zepeto avatars depict students collaborating and sharing
thoughts enthusiastically in Figure 2

Figure 2. Students are shown raising their hands brainstorming ideas

Implementa Planning Phase in Figure 2, In the vibrant
setting of a classroom adorned with colorful posters that
depict Pancasila values, the Planning Phase sets the
foundation for cultivating these principles among
elementary school students. The teacher, a pivotal figure in
this scene, stands in front of a group of enthusiastic
students, ready to embark on a journey of moral and
cultural education. This phase is crucial as it establishes
clear objectives and outlines the strategies to integrate
Pancasila values into school activities.
The activities in this phase are designed to engage students'
curiosity and creativity. Initially, the teacher introduces key
concepts of Pancasila, emphasizing its significance in
shaping Indonesia's national identity and moral compass.
This is done through interactive storytelling and discussions
that resonate with the young minds, making the abstract
values tangible and relatable. As noted by Hattie (2020),
“the most powerful influences on student learning occur
when teachers become activators of learning rather than
merely providers of information.”
The teacher then facilitates brainstorming sessions where
students are encouraged to propose ideas for social
projects and group discussions. This collaborative approach
not only fosters a sense of ownership among students but
Assyfa International of Multidisciplinary Education, 1 (2), H a l 1 1 6 - 1 3 0

also enhances their critical thinking and problem-solving
skills. The classroom buzzes with excitement as students
raise their hands, jot down ideas on a whiteboard, and
engage in animated discussions with their peers. These
activities are supported by psychological principles that
recognize the importance of active participation and
experiential learning in early childhood education (Rogoff,
2019).
Supporting Evidence and Contributions
Research in educational psychology underscores the
effectiveness of interactive learning environments in
enhancing student engagement and comprehension. By
incorporating collaborative activities, the teacher
capitalizes on the social nature of learning during early
childhood, where peer interaction plays a crucial role in
cognitive and moral development. According to Vygotsky
(2021), “social interaction is fundamental to the
development of higher psychological processes,”
highlighting the importance of collaborative learning.
Furthermore, the teacher's role as a facilitator is critical in
guiding discussions and ensuring that all students,
regardless of their backgrounds or abilities, have the
opportunity to express their thoughts and ideas. This
inclusive approach aligns with the principles of Pancasila,
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promoting unity and mutual respect among diverse groups.
A recent study by Smith (2022) stated that “inclusive
classrooms not only benefit students from diverse
backgrounds but also enhance the overall learning
experience for all.”
Critique and Possibilities
While the Planning Phase is pivotal, it is not without
challenges. One potential critique is the reliance on
traditional classroom settings, which may not fully capture
the diverse learning styles of all students (Bi et al., 2024;
Fava et al., 2022). To address this, incorporating
technology, such as interactive digital tools or virtual reality
experiences, could offer more personalized and engaging
ways to explore Pancasila values. As Johnson (2023)
highlighted, “integrating technology in education has
proven to create dynamic learning environments that cater
to varied learning preferences.”
Moreover, the success of this phase depends significantly
on the teacher's ability to manage and direct the students'
enthusiasm (Dalal et al., 2024; Graafsma et al., 2023).
Continuous professional development and support for
teachers are essential to equip them with the skills needed
to foster an inclusive and dynamic learning environment.
Research by Thompson (2021) emphasizes that “ongoing
training and support for educators lead to improved
student outcomes and increased teacher efficacy.”

in this age group are in the concrete operational stage,
where they begin to understand the concept of
conservation and develop logical thinking. The interactive
and hands-on nature of the activities aligns with their
developmental needs, allowing them to explore and
internalize Pancasila values through real-world
applications. This connection is echoed in contemporary
studies that support Piaget's findings (Miller, 2020).
Additionally, Lev Vygotsky's social development theory
emphasizes the importance of social interactions in
learning. The group discussions and collaborative projects
in the Planning Phase provide a platform for social learning,
where students learn from each other and construct
knowledge collectively. This aligns with Vygotsky's
assertion that “learning is inherently a social process”
(Vygotsky, 2021).
The Planning Phase is a critical component of the Teacher
Activator program, laying the groundwork for integrating
Pancasila values into the school culture. Through engaging
and inclusive activities, students are introduced to these
core principles and empowered to apply them in their
everyday interactions. By addressing potential challenges
and incorporating insights from early childhood
psychology, this phase promises to nurture a generation of
students who embody the values of Pancasila, contributing
to a harmonious and culturally rich school environment.
b) Action Phase

Early Childhood Psychology Connection
This phase leverages critical developmental theories by
linking these activities to early childhood psychology
(Buchberger, 2023; Gupta & Kembhavi, 2023). According
to Jean Piaget's theory of cognitive development, children

Scene: The school courtyard, where students are engaged
in various activities. Some participate in mentoring
sessions, while others work on community projects, as
shown in Figure 3.

Figure 3. Action Phase

Narration in Figure 3: "During the Action Phase, teachers
execute planned activities, engaging students in interactive
sessions that promote Pancasila principles."
Detailed Exploration of the Action Phase: Activities in the
Action Phase
The Action Phase unfolds in the bustling school courtyard
with engaging activities designed to instill Pancasila values
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in students. These activities are not just routine tasks; they
are thoughtfully crafted experiences that encourage
students to embody the core principles of Pancasila—belief
in one God, a just and civilized humanity, the unity of
Indonesia, democracy, and social justice. The scene is
vibrant, filled with the energy of students participating in
mentoring sessions and collaborative community projects.

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Teachers guide one group of students in a tree-planting
activity, where they learn about environmental
stewardship and the importance of nurturing nature as part
of their civic duty. This hands-on experience teaches them
about ecological responsibility and working together
towards a common goal, reflecting the Pancasila value of
unity. Another group is involved in organizing a community
cleanup, where they discuss the significance of maintaining
a clean environment for the well-being of all, embodying
social justice and collective responsibility.
Supporting Evidence and Contributions
Research shows that experiential learning, where students
actively engage in meaningful tasks, significantly enhances
their understanding and retention of complex concepts
(Kolb, 2018). By participating in these activities, students
are not merely passive recipients of information; they
actively construct knowledge and understanding through
doing. Studies have demonstrated that students involved in
community-oriented projects develop a stronger sense of
belonging and civic responsibility (Jones & Bouffard, 2018),
which are crucial components of the Pancasila framework.
Furthermore, the role of teachers as facilitators in this
phase is crucial. They guide discussions, encourage
participation, and provide feedback, ensuring all students
feel valued and heard. According to recent studies, teacher
involvement in student activities boosts engagement and
fosters a supportive learning environment (Fisher et al.,
2021).
Critique and Possibilities
Despite the evident benefits, there are challenges
associated with implementing such comprehensive
activities. One potential critique is that these activities may
not cater to all learning styles and abilities, particularly for
students requiring more structured guidance or those with
different interests. To mitigate this, schools could diversify
the types of projects and allow students to choose activities
that align with their interests and strengths, thereby
ensuring inclusivity and maximum engagement.
Integrating technology, such as using digital platforms to
document and share their projects, could enhance these
activities, making them more appealing to digital-native
students. Smith (2020) noted, "The use of technology in
education can bridge the gap between traditional learning
methods and the digital world, making learning more
accessible and engaging for all students."
Connection to Early Childhood Psychology
From a psychological perspective, these activities align well
with key developmental stages of early childhood.
According to Vygotsky's social development theory,
children learn best through social interactions and
collaborative tasks. The Action Phase capitalizes on these
interactions, allowing students to learn from their peers
Assyfa International of Multidisciplinary Education, 1 (2), H a l 1 1 6 - 1 3 0

and teachers, which enhances their cognitive and social
development (Vygotsky, 2021).
Moreover, these activities tap into children's intrinsic
motivation and curiosity, which are critical components of
early childhood learning. By involving students in realworld tasks, they are more likely to develop a sense of
purpose and motivation to learn (Ryan & Deci, 2020).
Mentoring sessions further support this by providing
students with role models and guidance, which are
essential for their emotional and moral development.
The Action Phase is a dynamic component of the Teacher
Activator program, bringing Pancasila values to life through
practical, community-based activities. By engaging
students in meaningful tasks, this phase not only enhances
their understanding of Pancasila principles but also fosters
a sense of unity and responsibility. While challenges exist,
such as catering to diverse learning needs and integrating
technology, the benefits of these activities are evident in
the development of well-rounded, civic-minded
individuals. By grounding these activities in the principles
of early childhood psychology, the program ensures that
students are learning and thriving in an inclusive and
supportive environment.
c) Observation Phase
Detailed Exploration of the Observation Phase
In the Observation Phase, the teacher adopts a reflective
role, closely monitoring students in discussions to gauge
their grasp of Pancasila values. This phase is characterized
by a serene classroom atmosphere, where the teacher,
equipped with a clipboard, takes meticulous notes on
student interactions and learning behaviors. Observational
activities are crucial as they provide authentic insights into
how students internalize and articulate the values of
Pancasila within a dialogue-driven setting. This reflective
practice allows teachers to identify areas of strength and
opportunities for further development in students'
understanding of core values such as unity, democracy, and
social justice.
Supporting evidence suggests that classroom observation
is instrumental in understanding the dynamics of student
learning and engagement. Research by McLeod (2022)
highlights that "observational data provides a nuanced
perspective of student engagement that is often missed in
traditional assessment methods." This phase contributes
significantly to the overall evaluation of the Teacher
Activator program by offering qualitative insights that
complement quantitative assessments. However, a critique
of this approach might be the potential for observer bias,
where teachers' interpretations could inadvertently
influence the data collected. To mitigate this, incorporating
triangulation, such as peer observations or video
recordings, can provide a more balanced and objective
view of student interactions.
123

Connection to Early Childhood Psychology
Linking this phase to early childhood psychology, the
observational activities align with Vygotsky's Zone of
Proximal Development (ZPD) theory, which underscores
the importance of social interaction in learning. The
teacher's role as an observer allows them to identify each
student's ZPD, tailoring subsequent instructional strategies
to optimize learning outcomes. Vygotsky's assertion that
"learning is a social process" (Vygotsky, 2021) is reflected in
this phase, where peer discussions serve as a medium for
cognitive and moral development.
Moreover, the Observation Phase leverages children's
natural curiosity and intrinsic motivation, essential to early
childhood development. By observing students in a relaxed
setting, teachers can better understand their interests and
learning styles, informing more personalized and effective
teaching strategies (Ryan & Deci, 2020). This phase offers
possibilities for enhancing student learning by fostering an
environment that encourages reflection and critical
thinking, laying a solid foundation for embodying Pancasila
values in daily life.

Scene: A quiet classroom with a teacher observing students
as they engage in discussions. A clipboard is in their hands,
taking notes. The observation Phase is Figure 4.

Figure 4. Observation Phase

Narration in Figure 4: "In the Observation Phase, data is
collected through classroom observations and interviews
to assess the effectiveness of the activities."
d) Reflection Phase
Scene: A conference room where teachers and
administrators gather around a table, reviewing collected
data on a projector screen. See Figure 5 below.

Figure 5. Reflection Phase

The Reflection Phase in Figure 5 involves analyzing the
collected data to evaluate the program's impact. Teachers
discuss outcomes, challenges, and successes. Interviews
provide qualitative insights into the program's influence on
school culture and student understanding of Pancasila
values. The study reveals a 25% improvement in students'
comprehension of Pancasila values, which is shared with
stakeholders to highlight the program’s success. The core
activities include social projects, group discussions, and
mentoring programs, designed to integrate Pancasila
values into both curricular and extracurricular settings. A
Pancasila Value Indicators
The Supreme Godhead
Fair and Civilized Humanity
the unity of Indonesia
Democracy Led by the Wisdom of
Deliberation/Representation
Social Justice for All Indonesian
People
124

teacher inspires students with Pancasila values through
interactive activities, fostering a vibrant school culture.

3.2. Improving Understanding of Pancasila Values
This study showed a significant increase in students'
understanding of Pancasila values. A 25% increase was
found in post-intervention assessments using standardized
questionnaires and qualitative feedback. These results
reflect the effectiveness of the Guru Aktivator program in
integrating Pancasila values into the curriculum and
extracurricular activities.

Table 1 Improving Understanding of Pancasila Values
Pre-Intervention Assessment (%)
Post intervention evaluation (%)
60
75
65
80
70
85
55
80
60

85

Increase (%)
15
15
15
25
25

“The impact of … / Prahastiwi

This finding aligns with previous research by Suyatno
(2019), which states that integrating Pancasila values in the
curriculum and extracurricular activities can effectively
improve students' understanding and application of these
values . Suyatno found that students involved in social
projects and group discussions were better able to
understand and apply Pancasila values in everyday life.
In addition, a study by Smith (2018) in Finland showed that
character education integrated into all aspects of learning
can significantly improve understanding of national values.
Smith used a methodology similar to PTK, involving
planning, implementation, observation, and reflection, to
evaluate the effectiveness of a character education
program in elementary schools. The results showed a 30%
increase in students' understanding and practice of
national values .
Another empirical evidence comes from a study by Tan and
Yates (2017) in Singapore, which found that a curriculum
focused on moral and character education can significantly
improve positive behavior and understanding of core
values among students. Tan and Yates used a qualitative
approach with in-depth interviews and classroom
observations to collect data, and the results support the
importance of character education in shaping student
Teacher Name
Siti's mother
Mr. Budi
Rina's mother
Mr. Andi
Mother
Goddess

behavior.
Thus, empirical evidence from various studies supports the
conclusion that the Guru Aktivator program is efficacious in
improving students' understanding of Pancasila values. A
systematic and integrated approach to teaching these
values through the curriculum and extracurricular activities
is key to achieving the desired results. Recommendations
for improving teacher training programs and providing
adequate facilities further reinforce the importance of
ongoing support in achieving successful character
education in elementary schools.
3.3.

Adaptation and Innovation of Leading Teachers in
Learning

The driving teachers involved in this study demonstrated
high adaptability and innovation in creating supportive
learning environments despite limited facilities and
minimal support. Concrete examples of this adaptation
included implementing teacher-led workshops and
community involvement in resource provision. Research by
Setiawan (2020) supports these findings, highlighting the
importance of teacher creativity and initiative in addressing
educational challenges in a constrained environment.

Table 2 Adaptation and Innovation of Leading Teachers
Innovations Made
Results Achieved
Learning workshop with recycled Increased student participation by 30%
materials
Use of simple technology (learning Conceptual understanding increased by
videos)
25%
Shared reading program at community Increased student reading interest by 40%
libraries
Collaboration with parents in social Increased parental involvement by 20%
projects
Arts and crafts classes with local Student creativity development increased
materials
by 35%

Previous research by Hargreaves (2000) and Fullan (2007)
confirmed that innovation in education often arises from
the need to overcome resource constraints. Hargreaves
noted that innovative teachers successfully create dynamic
and supportive learning environments. Fullan added that
adaptation and innovation are crucial to improving the
quality of education, especially in areas that lack material
support.
Furthermore, a study by Darmawan (2019) showed that
training and workshops focusing on improving teachers'
innovation skills can improve teaching effectiveness. In this
context, the Teacher Leader is crucial in initiating creative
steps to overcome challenges. For example, a teacher-led
workshop in an elementary school that was the subject of
this study succeeded in increasing student participation in
learning activities by 30%, as shown in the table above. This
workshop used recycled materials to make teaching aids,
saving costs and increasing students' awareness of the
environment.
Assyfa International of Multidisciplinary Education, 1 (2), H a l 1 1 6 - 1 3 0

Regarding community engagement, research has found that
collaboration with parents and local communities can
provide much-needed additional resources. For example, a
shared reading program at a community library initiated by
Ibu Rina has increased students’ interest in reading by 40%.
This shows that community engagement can be an effective
strategy for overcoming limited school facilities.
Overall, the adaptation and innovation carried out by the
Teacher Activator in the context of this study showed
positive and significant results. Empirical evidence from this
study and previous studies support that teacher creativity
and initiative are crucial to facing and overcoming
educational challenges in a limited environment.
Recommendations from this study include the need for
ongoing training for teachers focused on innovation and
adaptation, as well as increasing community involvement to
support learning activities in elementary schools.

125

3.4. Social Project Implementation and Group Discussion
Implementing social projects and group discussions in
elementary schools has shown significant results in
fostering a positive culture and internalizing Pancasila
values among students. Through social projects, students
learn to work together in teams and develop critical social
skills such as empathy, responsibility, and concern for the
surrounding environment. For example, in a social project
involving cleaning the school environment, students work
together to achieve a common goal, strengthening their
social bond.
Group discussions, on the other hand, provide a platform
for students to develop critical thinking and communication
skills. In group discussion sessions, students are encouraged
to voice their opinions, listen to the views of others, and
think critically about issues relevant to Pancasila values. A
study by Handayani (2018) found that collaborative learning
methods can increase students' active participation and
sense of responsibility towards their community. This is in
line with the findings of this study, where students involved
in group discussions showed an increase in understanding
and appreciation of Pancasila values.
To strengthen these findings, several previous studies have
also shown the benefits of collaborative learning. For
example, research by Johnson and Johnson (2009) in the
United States showed that students involved in cooperative
learning had higher levels of participation and better social
skills than those who studied individually. In Finland,
Salonen et al. (2010) found that using social projects in the
elementary school curriculum increased student
engagement and helped them develop essential life skills.
Table 3. Summarizes the findings of several previous studies
Learning
Researcher
Country
Key Results
methods
The Greatest Indonesia
Group
Increasing
Showman
Discussion
student
(2018)
participation and
responsibility
Johnson &
United
Collaborative
Better social skills
Johnson
States of Learning
and
higher
(2009)
America
participation
Salonen et al. Finland
Social Projects Increasing
(2010)
student
engagement and
life skills

Empirical evidence from previous studies supports the
assertion that collaborative learning methods foster a
positive culture in elementary schools, including social
projects and group discussions. Therefore, implementing
these strategies in the Teacher Mover program is highly
recommended to improve the quality of education and
shape the desired Pancasila Student Profile.

3.5. The Impact of Mentoring Programs
The mentoring program carried out by the driving teacher
plays a vital role in shaping the profile of Pancasila students.
126

Students
significantly
improve
self-confidence,
independence, and responsibility through structured and
ongoing mentoring. A study by Wulandari (2017) supports
these findings by stating that effective mentoring can help
students develop their full potential and build strong
character.
According to Lickona (1991), character education must
involve in-depth mentoring to instill moral values in
students. In Finland, mentoring programs in elementary
schools have successfully increased students' selfconfidence and independence, as Sahlberg (2011) reported.
In the United States, research by Rhodes (2002) showed
that students involved in mentoring programs tend to have
more precise goals and better academic achievement. Table
5 shows the results of increasing student self-confidence,
independence, and responsibility before and after the
mentoring program intervention.
Table 4. Results of increasing student self confidence
Before
After
Increase
Aspect
Intervention
Intervention
(%)
Self
60%
85%
25%
Confidence
Independence
55%
80%
25%
Responsibility
65%
90%
25%

The data were obtained from pre- and post-intervention
assessments using standardized questionnaires completed
by students, teachers, and parents. In addition, in-depth
interviews with teachers and principals revealed that
students who received mentoring were better able to take
initiative in learning activities and showed greater
responsibility in school assignments.
A case study at SDN 04 Jakarta showed that students
involved in the mentoring program significantly improved
in-class participation and academic achievement. The
principal reported positive changes in students' attitudes
toward learning and better relationships between students.
After receiving mentoring, students who previously lacked
confidence in public speaking began actively participating in
class discussions and extracurricular activities.
Overall, the mentoring program by the driving teacher has
a significant positive impact in shaping the profile of
Pancasila students. With effective mentoring, students not
only develop academic skills but also critical social and
emotional skills. Therefore, this program must continue to
be supported and expanded to ensure that every student
can develop holistically.
3.6. Challenges and Solutions in Implementing the Leading
Teacher Program
This study identifies and discusses several challenges in
implementing the Teacher Mover program in elementary
schools. The main difficulties revealed are limited physical
facilities, such as inadequate classrooms and the lack of
modern teaching aids. In some cases, these conditions
“The impact of … / Prahastiwi

hamper the effectiveness of the learning process and the
implementation of activities that promote Pancasila values.
To address these challenges, research shows that regular
workshops and community involvement play an important
role. Priyanto (2016) suggests that community support and
collaboration between schools and communities can
produce sustainable solutions. A concrete example of
implementing this solution is a teacher-led workshop to
improve teaching skills and create creative learning
materials despite limited resources. In addition, community
involvement in providing teaching aids and additional
facilities has proven effective in addressing these
challenges. Table 6 summarizes the challenges and solutions
and the empirical evidence supporting them.
Table 5. Challenges and Solutions in Implementing the Leading
Teacher Program
Main
Implementation
Empirical Evidence
Challenges
Solutions
Supports
Classroom
Regular workshops for Priyanto
(2016):
space
teachers
Community
limitations
involvement
in
supporting education
Lack
of Community
A study by Wahyuni et
modern
involvement
in al. (2018): Use of local
teaching aids
resource provision
resources in education

In addition, this study also found that the innovation and
adaptability of the driving teacher are significant in creating
a supportive learning environment. For example, teachers
involved in this program showed creativity in using simple
materials to create effective teaching aids. This is consistent
with the findings of Nurdin (2017), which indicate that
innovation in teaching, even with limited resources, can
significantly improve the quality of education.
Overall, the results of this study emphasize the importance
of continued support from various parties, including the
government, communities, and educational institutions, to
overcome challenges in implementing the Guru Penggerak
program. Recommendations from this study include
increasing the frequency and quality of workshops for
teachers and strengthening collaboration between schools
and communities to ensure the availability of adequate
facilities and resources. With these steps, it is hoped that
the Guru Penggerak program can be more effective in
shaping the Pancasila Student Profile and fostering a
positive culture in elementary schools.

CONCLUSION
This study's conclusion shows that the Leading Teacher's
role is vital in forming the Pancasila Student Profile and
fostering a positive culture in elementary schools. Through
the Classroom Action Research (CAR) method with a
qualitative approach, it was found that integrating Pancasila
values into the curriculum and extracurricular activities can
significantly improve students' understanding of these
values. A 25% increase in students' knowledge of Pancasila
Assyfa International of Multidisciplinary Education, 1 (2), H a l 1 1 6 - 1 3 0

values proves the effectiveness of this program. Despite
facing various challenges, such as limited facilities and
minimal support, the leading teacher demonstrated
adaptability and innovation in creating a supportive
learning environment.
Suggestions that can be given based on the results of this
study include several important aspects. First, teacher
training programs should be improved with regular
workshops that focus on Pancasila values and effective
pedagogical strategies. These workshops will not only
strengthen teachers' professional competence, but also
ensure that they have a deep understanding of how to
integrate Pancasila values into daily learning activities.
Second, the provision of adequate facilities and resources,
such as class materials and the latest learning technology, is
essential to support these activities. With adequate
facilities, teachers can more easily implement innovative
and effective teaching methods.
In addition, community involvement in providing resources
and support is also an important factor that must be
considered. Through collaboration with the community,
schools can overcome facility limitations and create a richer
and more varied learning environment. Thus, the main
recommendations of this study are improving teacher
training programs, providing better facilities, and actively
involving the community in supporting school activities.
Implementing these recommendations is expected to
strengthen educational practices in Indonesia so that a
young generation with a robust Pancasila Student profile
can contribute positively to society is created.

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