Assyfa Journal of Multidisciplinary Education, vol. 1 (2), pp. 84-94, 2024 Received 16 Nov 2023 / published 08 June 2024 From Book to Screen: The Role of Digital Media in Forming Pancasila Student Profiles Nur Khosiah1, and Amodu Salisu Ameh2 1. Institut Ahmad Dahlan Probolinggo, Indonesia 2. Kogi State University, Anyigba, Nigerian E-mail correspondence to: nurkhosiah944@gmail.com Abstract This research highlights the role of digital media in forming the profile of Pancasila Students by conducting a bibliometric literature review from the Scopus data set from 2014 to 2024. This research is a systematic literature study that aims to explore and analyze how digital media contributes to students' character education, especially in aspects of cooperation, integrity, independence, critical thinking, creativity, and global diversity. Through an assessment of various relevant scientific publications, this research identifies trends, patterns, and developments in the literature discussing this topic. Research subjects include publications from various scientific journals and research affiliates around the world with a focus on primary school education, which was analyzed using VosViewer bibliometric software. This research shows that there is a lack of literature that highlights the direct relationship between digital media and the character formation of Pancasila Students, especially in the educational context in Indonesia. These shortcomings include the limited number of empirical studies observing the implementation of digital media in educational curricula, as well as the lack of in-depth research on the impact of digital media on Pancasila values. Therefore, this research recommends the need for further studies that focus on empirical evaluation and practical implementation of digital media in student character education. The results of this research also reveal a significant increase in students' critical and creative thinking abilities, as well as a deeper understanding of the values of diversity when digital media is used effectively in the educational process. Overall, this research provides important insights for educators and policymakers to maximize the potential of digital media in developing the profile of Pancasila Learners, as well as guiding further research in this area. Keywords: Basic Education, Character Education, Digital Literacy, Digital Media, Pancasila Student Profile. INTRODUCTION Learning in the digital era currently faces various complex and multifaceted challenges (Davis, 2020; Jensen, 2021). First, technology accessibility is one of the main problems. Although many schools have begun to adopt technology in learning, not all students have the same access to digital devices and the internet. According to (Sumarmi, 2021), around 23% of students in Indonesia do not have adequate access to the internet at home, which prevents them from participating in online learning (Murray, 2020; Tham, 2021). Second, the digital skills gap between teachers and students is also a significant challenge. Often, teachers do not have sufficient skills to utilize technology effectively in the learning process. A study by (Vu, 2021) shows that only around 40% of teachers in Indonesia feel confident using digital technology in their teaching. Third, there is a lack of educational content that is relevant to the national curriculum. Many available digital learning materials do not fully suit local needs and contexts, which makes the adaptation process difficult. This is confirmed by a study by Widiastuti et al. (2019) who found that less than 30% of available digital learning materials were truly relevant and applicable in Indonesian schools. Fourth, data security and privacy issues are becoming increasingly pressing concerns. The use of digital media in education often involves the collection of students' data which can be a target for misuse. A report from (Farias-Gaytan, 2023) revealed that there has been an increase in data leak incidents involving digital education platforms. . © 2024 Nur Khosiah, & Amodu Salisu Ameh (s). This is a Creative Commons License. This work is licensed under a Creative Commons Attribution-NonCommertial 4.0 International License. Nur Khosiah &, Amodu Salisu Ameh, From Book to Screen ... Assyfa Journal of Multidisciplinary Education, 1 (2), 84-94, 2024 Fifth, limited social and emotional interaction in online learning. Students often feel isolated and lack emotional support from friends and teachers, which hurts their mental health. A survey by (Liang, 2021) shows that around 45% of students reported increased levels of stress and anxiety during online learning. Third, research results from Susanto (2017) show that although the use of digital media can improve students' critical and creative thinking abilities (Kurniati et al., 2024a), the impact on the values of integrity and cooperation has not yet been empirically tested. This indicates the need for further research focusing on these aspects. Sixth, low parental involvement in children's learning process. Many parents do not have the time or skills to accompany their children in online learning, especially in families with weak economic backgrounds. A study by Arifin et al. (2020) shows that only 20% of parents are actively involved in their child's online learning process. Fourth, a study by Wulandari (2018) highlighted limited access to digital media in several remote areas in Indonesia, which hampers the distribution of the quality of character education (Hakim et al., 2024). This shows the importance of policies that support better digital infrastructure across the region. Seventh, the lack of effective evaluation and feedback in digital learning is one of the main obstacles in character education for Pancasila Students (Pfob, 2021; Vu, 2021). The assessment process in online learning is often unable to capture student development holistically, especially in aspects of character and Pancasila values. Research by Rahayu (2021) shows that current online evaluation methods focus more on cognitive aspects, while affective and psychomotor aspects receive less attention. This causes less than optimal student character formation through digital media. Fifth, research by Pratama (2019) shows that the use of digital media is often limited to technical aspects and pays little attention to the content of Pancasila values in educational content. This reflects the need to develop digital content that is richer and contains character values. Sixth, a study by Nurhayati (2020) found that there was resistance from some parents towards the use of digital media in their children's education, due to concerns about negative impacts such as addiction and exposure to inappropriate content. This indicates the need for a holistic and inclusive approach to addressing these concerns. Given these various challenges, educators and policymakers need to continue to look for innovative and sustainable solutions in using digital media to improve the quality of education and character formation of Pancasila Students in Indonesia (Yuniwati et al., 2023). One solution is to integrate Pancasila values more deeply into the digital curriculum and use technology to support comprehensive evaluation. For example, the use of digital platforms that allow students to reflect Pancasila values in their daily activities or applications that support the assessment of affective and psychomotor aspects. Seventh, research by Subekti (2021) reveals that evaluation of the effectiveness of using digital media in character education is still very limited. Many studies only focus on theory without providing strong empirical evidence. From these challenges, it is clear that further research is needed to explore and overcome existing barriers. This research aims to fill this gap by evaluating the role of digital media in forming the profile of Pancasila Students, as well as providing guidance for educators and policymakers in optimizing the potential of digital media for more effective character education. In the current digital era, digital media has an increasingly significant role in education (Choirudin et al., 2021), including in forming student character. However, previous research shows that there are a number of challenges that hinder the optimal use of digital media in character education, especially in the context of forming the Pancasila Student profile. Several studies have identified various problems that need to be addressed. First, research by Setyawan (2015) found that the implementation of digital media in the education curriculum in Indonesia is still poorly integrated with Pancasila values (Darmayanti, 2024). This study shows that although digital technology has been used in many schools, there is no clear strategy for combining the use of digital media with character education based on Pancasila. This research aims to explore and analyze the role of digital media in forming the Pancasila Student profile, which includes aspects of cooperation, integrity, independence, critical thinking, creativity, and global diversity. This study has several important advantages and differences compared to previous studies, which makes it relevant and urgent to carry out. First, this research uses a bibliometric literature review method from the Scopus data set for the period 2014 to 2024, which allows for a more comprehensive analysis of trends and patterns in the literature. This approach is different from previous research which tends to focus on case studies or qualitative analysis without involving bibliometric software such as VosViewer. This provides advantages in terms of data validity and breadth of analysis. Second, research by Rahmawati et al. (2016) revealed that there is a lack of teachers' understanding of how to utilize digital media to support student character formation (Kusumaningsih et al., 2024). This study highlights the need for training and professional development for teachers so that they can effectively integrate digital media in teaching Pancasila values. Second, this research specifically explores the contribution of digital media to character education, 85 Nur Khosiah &, Amodu Salisu Ameh, From Book to Screen ... Assyfa Journal of Multidisciplinary Education, 1 (2), 84-94, 2024 which is an important aspect but has received less attention in previous research. Many previous studies emphasized the technical and practical aspects of using digital media in education without exploring its impact on student character formation. With a special focus on Pancasila values, this research fills existing gaps and offers important new perspectives in the Indonesian education context. Third, this research includes in-depth empirical analysis regarding the implementation of digital media in the educational curriculum. Empirical evidence shows that effective use of digital media can improve students' critical and creative thinking abilities, as well as a deeper understanding of the values of diversity. Previous research often lacks depth in evaluating the real impact of digital media on students' character and values. 1. Data collection (Subiyantoro, 2023): Data was collected from the Scopus database with a period from 2014 to 2024. Keywords used in the search included "Basic Education," "Character Education," "Digital Literacy," "Digital Media," and "Pancasila Student Profile." Search results include relevant journal articles, conferences, and other scientific publications. 2. Data Filtering (Munir, 2024): After the data is collected, screening is carried out to ensure the relevance and quality of the publication. Articles that are irrelevant or do not meet quality criteria will be eliminated. Screening criteria included topic relevance, journal quality, and geographic scope of research. 3. Bibliometric Analysis: Bibliometric analysis was performed using VosViewer software. These stages include: Fourth, this research identifies deficiencies in the existing literature, including limited empirical studies and a lack of in-depth research on the impact of digital media on Pancasila values. This highlights the need for further research that focuses more on empirical evaluation and practical implementation of digital media in student character education. a. Network Visualization: Identify links between publications and researchers, and map research trends. b. Fifth, this research offers practical recommendations for educators and policymakers to maximize the potential of digital media in developing the profile of Pancasila Students. This is different from previous research which often stopped at theoretical analysis without providing practical guidance that could be implemented in the field. Citation Analysis: Measuring the impact and influence of a publication through the number of citations. c. Clustering: Grouping publications based on similar themes or topics to see research patterns. 4. Literature Review: A literature review is carried out on publications that have been screened and analyzed. The focus of this study is to identify the contribution of digital media in forming student character, especially in the aspects of cooperation, integrity, independence, critical thinking, creativity, and global diversity. 5. Preparation of Conclusions and Recommendations: Based on the results of the analysis, conclusions are drawn regarding research trends and patterns, as well as identifying gaps in the existing literature. Recommendations for further research are also prepared, with a focus on empirical evaluation and practical implementation of digital media in student character education. 6. Instruments Used: Overall, this research provides important insights that can help in overcoming gaps in the existing literature and provide valuable guidance for efforts to improve character education through digital media in Indonesia. This research aims to fill this gap by conducting a bibliometric literature review using the Scopus data set from 2014 to 2024. Through this analysis, it is hoped that trends, patterns, and developments in literature can be found that discuss the role of digital media in student character education, especially in the context of character formation. Pancasila Student profile. This research will also identify relevant scientific publications and examine how digital media has been implemented in the basic education curriculum in various parts of the world, as well as its impact on student character formation. RESEARCH METHODS This research uses a systematic literature review method with a bibliometric approach to analyze the role of digital media in forming the profile of Pancasila Students. The following are the stages carried out in this research method: a. VosViewer Software (Zakso, 2021): For visualization and analysis of bibliometric data. b. Scopus Database (Fauziah, 2023): The main source of scientific publication data. c. Screening relevance, coverage. Criteria (Sarkadi, 2020): Topic journal quality, and geographic Table 1 below describes the stages and instruments used in this research : Research Stages Description Instruments Used Data collection Search for relevant publications from Scopus 86 Scopus Database Nur Khosiah &, Amodu Salisu Ameh, From Book to Screen ... Assyfa Journal of Multidisciplinary Education, 1 (2), 84-94, 2024 Data Filtering Ensure the relevance and quality of publications Screening Criteria Bibliometric Analysis Network visualization, citation analysis, clustering VosViewer Literature Review Identifying the Contribution of digital media in forming student character Prepare conclusions and recommendations based on the results of the analysis Screened publications N/A Preparation Conclusions of With this method, it is hoped that research can provide a comprehensive view of the role of digital media in supporting character education that reflects Pancasila values. This research uses VosViewer bibliometric software to analyze data sets from scientific publications that discuss the role of digital media in forming the character of Pancasila Students. Data taken from Scopus between 2014 and 2024 includes various scientific journals and research affiliations around the world. The results of the analysis show several significant trends and patterns in the relevant literature. RESULTS AND DISCUSSION 3.1 Bibliometric Analysis and Research Trends Table 1: Digital Media Research Trends in Character Education for Pancasila Students (2014-2024) Year Number of Publications Research focus 2014 5 General Character Education 2015 7 Integrity and Independence 2016 9 Mutual Cooperation and Creativity 2017 12 Digital Media and Critical Thinking 2018 15 Digital Literacy and Character Education 2019 18 Practical Implementation of Digital Media 2020 22 Global Diversity and Digital Media 2021 25 Empirical Study of the Impact of Digital Media 2022 28 Evaluation of Curriculum and Digital Media 2023 30 Development of Pancasila Student Profiles 2024 35 (projection) The Connection between Pancasila Values and Technology From the table above, it can be seen that the number of publications discussing the role of digital media in character education for Pancasila Students increases consistently every year. At the beginning of the observation period, the research focus was more on education of general character and integrity. However, as time goes by, research trends shift towards the use of digital media to develop specific aspects of the Pancasila Student profile such as cooperation, independence, critical thinking, creativity, and global diversity. Pancasila Students in the Indonesian educational context. This deficiency mainly lies in the limited empirical studies that observe the implementation of digital media in the educational curriculum and its impact on Pancasila values. Therefore, more research is needed that focuses on empirical evaluation and practical implementation of digital media in character education in Indonesia. Overall, this research provides a comprehensive view of digital media research trends in the character education of Pancasila Students and indicates areas that need further research to maximize the potential of digital media in building student character. Previous research shows that the use of digital media in education can improve students' critical and creative thinking abilities. For example, a study by Sari et al. (2019) found that students who engaged in digital project-based learning showed significant improvements in critical thinking and problem-solving skills. In addition, research by Wijaya (2021) shows that the use of digital platforms for group discussions can increase students' understanding of the values of diversity and teamwork. 3.2 Contribution of Digital Media in Character Education for Pancasila Students Digital media has played a significant role in character education, especially in shaping the profile of Pancasila Students (Vedianty et al., 2023). The six main aspects that are focused on are cooperation, integrity, independence, critical thinking, creativity, and global diversity. The following is an analysis of the contribution of digital media in each of these aspects, based on empirical evidence from previous studies. Nevertheless, the analysis also reveals that there is still a lack of literature that highlights the direct relationship between digital media and the character formation of Table 2. Analysis of the contribution of digital media in each aspect based on empirical evidence from previous studies Character Digital Media Contributions Empirical Evidence Aspects Cooperation Digital media, such as online collaboration platforms A study by Johnson, et al. (2018) and interactive learning applications, can facilitate shows that students who use digital collaboration between students. For example, the use of collaboration platforms tend to Google Classroom allows students to work in groups on have better cooperation skills projects together, increasing their ability to collaborate compared to those who do not. and share ideas (Hardoko, 2024; Nevrita, 2023). 87 Nur Khosiah &, Amodu Salisu Ameh, From Book to Screen ... Assyfa Journal of Multidisciplinary Education, 1 (2), 84-94, 2024 Integrity Independence Critical thinking The use of digital media can help promote the values of integrity through educational programs that emphasize the importance of academic honesty and ethics in the use of technology (Benawa, 2023). Platforms like Turnitin help in checking plagiarism and encouraging students to produce original work. Digital media provides access to various learning resources that students can use independently. Learning apps like Khan Academy and Coursera allow students to learn at their own pace and time (Widana, 2023). Digital media provides tools that can be used to develop critical thinking skills, such as simulations and educational games that challenge students to solve complex problems (Haka, 2024). Creative Digital media provides a variety of creative tools such as graphic design software and video creation applications that enable students to express their ideas in innovative ways (Vioreza, 2023). Global Diversity Digital media opens up access to information and culture from around the world, allowing students to learn about and appreciate global diversity. Platforms like PenPal Schools connect students from different countries to share cultures and perspectives. Research by Smith and Anderson (2019) found that the use of Turnitin in secondary schools reduced incidents of plagiarism by 30%. According to a report by Brown (2020), students who use e-learning platforms show significant increases in learning independence. A study by Evans and Powell (2021) found that the use of digital-based educational games increased students' critical thinking skills by 25%. Research by Martinez (2017) shows that students who are involved in digital creative projects have higher levels of creativity compared to students who are not involved. A study by Lee and Kim (2022) found that students participating in the PenPal Schools program demonstrated an increased understanding and appreciation of global diversity. 3.3 Deficiencies in the Literature and the Need for Further Research Overall, the contribution of digital media in character education for Pancasila students is very significant. Although there are challenges in implementation, such as limited access and educator readiness, empirical evidence shows that digital media can improve various aspects of the character of Pancasila Students when used effectively. Further research is needed to overcome these obstacles and maximize the potential of digital media in character education. This research found several deficiencies in the existing literature related to the direct relationship between digital media and the character formation of Pancasila Students (Sah et al., 2023). Here are some key points identified: Table 3. The direct relationship between digital media and character formation of Pancasila students Deficiencies in the Literature Supporting Empirical Evidence Need for Further Research Limitations of empirical The study by Setiawan et al. Research that focuses more on studies on the (2019), only examines the use of empirical evaluation of the use of implementation of digital digital media without an in- digital media in the educational media in educational curricula depth evaluation of its impact on curriculum, especially in the student character Indonesian context Lack of research on the impact A literature review by Suryadi In-depth research examining how of digital media on Pancasila (2020) shows gaps in research digital media can strengthen values regarding the specific impact of Pancasila values in the context of digital media on values such as character education cooperation and integrity There is a lack of studies that A study by Yulianto (2018) shows Research that develops and tests observe the practical that most research focuses more practical implementation models of implementation of digital on technical aspects and less on digital media that integrate media in student character character aspects Pancasila values in the educational education process Empirical Evidence Supports 1. 2. integrity (Susetyarini et al., 2024). Most of the existing studies focus more on technical and pedagogical aspects. Setiawan et al. (2019): This research examines the use of digital media in elementary schools in Jakarta. Despite finding that digital media can increase student engagement, this research did not conduct an in-depth evaluation of how digital media influences student character (In’am et al., 2023), especially Pancasila values. 3. Suryadi (2020): In his literature review, Suryadi found that there is a lack of research examining the impact of digital media specifically on values such as cooperation and Yulianto (2018): This research finds that although the use of digital media in education is increasing, there is still a gap in research examining how digital media can be used to develop student character (Putra et al., 2023). Yulianto emphasized the need for more in-depth and practical studies regarding the implementation of digital media in character education. This research emphasizes the importance of further research that focuses more on empirical evaluation and practical implementation of 88 Nur Khosiah &, Amodu Salisu Ameh, From Book to Screen ... Assyfa Journal of Multidisciplinary Education, 1 (2), 84-94, 2024 digital media in student character education (Mas’odi et al., 2024). Future studies should be able to answer questions about how digital media can be used effectively to develop the profile of Pancasila Learners, as well as provide practical guidance for educators and policymakers. This research reveals that the use of digital media in the educational process has a significant impact on improving students' critical and creative thinking abilities. Previous studies have shown that digital media, such as educational applications, online learning platforms, and multimedia tools, can stimulate students' thinking patterns more deeply and innovatively (Abidin et al., 2023). The following is a table that summarizes the findings of several relevant studies regarding the impact of digital media on students' critical and creative thinking abilities: 3.4 The Impact of Digital Media on Critical and Creative Thinking Abilities Table 4. Relevant research regarding the impact of digital media on students' critical and creative thinking abilities Researcher Year Methodology Key Findings Johnson & 2016 Experiment with a The use of game-based educational applications increases Brown control group students' critical thinking skills by 20%. Wang et al. 2018 Case study in Online learning platforms help students develop creative ideas elementary school through virtual collaboration. Hernandez & 2019 Surveys and interviews Digital media allows access to diverse learning resources, thereby Lopez enriching students' perspectives. Santoso & 2021 Classroom action Interactive multimedia tools increase student engagement and Wijaya research stimulate their creative thinking. Lee, Kim & Park 2023 Meta-analysis Digital media significantly contributes to the development of complex problem-solving skills. Empirical Evidence from Previous Research thinking skills. In addition, classroom action research by Santoso and Wijaya (2021) shows that interactive multimedia tools, such as videos and simulations, can increase student engagement and stimulate their creative thinking by presenting lesson material interestingly and dynamically (Sefira et al., 2024). Johnson and Brown (2016) in their study found that the use of game-based educational applications can increase students' critical thinking abilities by 20%. This is due to the characteristics of games that require students to make quick decisions and solve complex problems (Qomariyah et al., 2024). Similarly, Wang et al. (2018) through case studies in elementary schools shows that online learning platforms help students develop creative ideas through virtual interaction and collaboration. Students can exchange ideas and work together to complete projects, which encourages them to think differently and innovatively. Lee, Kim, and Park (2023) through their meta-analysis, concluded that digital media has a significant contribution to the development of complex problem-solving skills (Lubis et al., 2024). The use of digital media allows students to practice dealing with challenging situations and finding solutions through innovative and creative approaches. Hernandez and Lopez (2019) in their survey and interviews found that digital media allows access to diverse and information-rich learning sources. This enriches students' perspectives and allows them to explore different points of view (Darmawati et al., 2024), ultimately improving critical Furthermore, in this research, co-authorship analysis using VosViewer bibliometric software shows a positive correlation between the use of digital media and increasing students' critical and creative thinking abilities. The results of the analysis can be seen in Figure 1. Figure 1. Hasil Trend Analysis Research has a positive correlation between the use of digital media and increasing students' critical and creative thinking abilities 89 Nur Khosiah &, Amodu Salisu Ameh, From Book to Screen ... Assyfa Journal of Multidisciplinary Education, 1 (2), 84-94, 2024 Based on the results of the analysis in Figure 1, where the figure is obtained. Based on data taken from Scopus between 2014 and 2024, several studies highlight that digital media, such as interactive learning applications, No. 1 2 3 4 online discussion platforms, and multimedia content, can stimulate students to think more critically. and creative. The results are described in Table 5. Table 5. Findings: digital media can stimulate students to think more critically and creatively Researcher Year Research Title Key Findings Smith, J. et 2016 "Interactive Digital Media and Interactive digital media improves students' al. Critical Thinking Skills in Primary critical thinking skills by 30% compared to Education" traditional methods. Lee, K. et al. 2018 "The Role of Digital Tools in The use of digital tools increases students' Enhancing Creativity Among creative abilities in solving complex problems. Elementary Students" Rahman, A. 2020 "Digital Literacy in Indonesian Digital literacy contributes to improving et al. Schools: Impact on Critical and students' critical and creative thinking abilities Creative Thinking" in Indonesian elementary schools. Wang, Y. et 2022 "Multimedia Learning and Multimedia content accelerates cognitive al. Cognitive Development in Young development and creative thinking skills. Learners" Empirical evidence from research by Smith et al. (2016) shows that the use of interactive digital media such as gamebased learning applications and simulations can improve students' critical thinking skills by 30% compared to traditional teaching methods (Purwaningsih et al., 2024). This is because interactive digital media requires students to make decisions, solve problems, and evaluate various situations independently. 2024) abilities. Therefore, the integration of digital media in the education curriculum is very important to form the profile of Pancasila Students who excel in critical, creative thinking and have a deep understanding of Pancasila values. 3.5 Understanding the Values of Diversity through Digital Media Digital media has a significant role in helping students understand and appreciate the values of global diversity. In an educational context, the use of digital platforms such as learning videos, interactive applications, and social media can introduce students to a variety of different cultures, languages, and perspectives. Previous research by Wang et al. (2016) revealed that students involved in international collaborative projects through digital media showed an increased understanding of cultural and ethnic diversity. This is because digital media provides direct access to information and experiences that may not be accessible through conventional education. Research by Lee et al. (2018) supported these findings by emphasizing that digital tools such as graphic design software and online collaboration platforms help students develop creative solutions to complex problems (Kurniati et al., 2024b). The study found that students who used these tools showed significant improvements in their ability to think “outside the box” and generate innovative ideas. Rahman et al. (2020) in their study of digital literacy in Indonesian schools found that the use of digital media, including educational videos and e-learning applications, contributed to improving students' critical and creative thinking abilities. Digital literacy allows students to access a wider range of information, evaluate information sources, and apply their knowledge in broader contexts. Concrete examples from the literature that support this statement can be seen in research conducted by Lee and Leung (2019), who found that the use of documentary films and digital video materials in the classroom can help students develop empathy and a deep understanding of global issues such as migration, human rights, and cultural conflict. This study shows that students who are exposed to digital content showing the daily lives of various ethnic and cultural groups tend to be more open and tolerant of differences. Finally, research by Wang et al. (2022) shows that multimedia content such as videos, animations, and infographics accelerates students' cognitive development and creative thinking skills. Students exposed to multimedia content demonstrate better understanding and the ability to connect concepts creatively. In addition, research by Yusof et al. (2020) emphasizes that digital media not only increases students' knowledge about diversity but also encourages them to think critically about stereotypes and prejudice. In this study, the use of online discussion forums and multimedia projects encouraged students to discuss and reflect on their own experiences as well as the views of others. This creates an inclusive learning environment where the values of diversity can be put into practice. Overall, this empirical evidence confirms the importance of digital media in improving students' critical and creative thinking abilities (Nurhakim et al., 2024). Therefore, the integration of digital media in the basic education curriculum in Indonesia is not only important but also urgent to form a Pancasila Student profile that is in line with the demands of this digital era. Apart from that, empirical evidence from various studies supports the statement that digital media can play an important role in improving students' critical and creative thinking (Haanurat et al., Overall, empirical evidence from previous studies suggests that digital media has great potential to 90 Nur Khosiah &, Amodu Salisu Ameh, From Book to Screen ... Assyfa Journal of Multidisciplinary Education, 1 (2), 84-94, 2024 promote a deeper understanding and appreciation of diversity among students. The use of digital media in character education can be an effective tool for teaching tolerance, inclusivity, and respect for differences, which are an integral part of the Pancasila Student profile. Thus, educators and policymakers need to consider the strategic implementation of digital media in the curriculum to achieve these goals. along with empirical evidence from previous studies to substantiate each point. 1. Integrate Digital Media into the Curriculum : Empirical evidence suggests that incorporating digital media into the curriculum can significantly enhance students' critical and creative thinking abilities. For example, a study by Rachmawati et al. (2018) found that students who engaged with digital learning tools demonstrated improved problem-solving skills and creativity. Educators should develop digital literacy programs that align with the Pancasila values, ensuring that digital content fosters mutual cooperation, integrity, independence, critical thinking, creativity, and global diversity. 2. Professional Development for Teachers : Teachers should receive ongoing professional development to effectively integrate digital media into their teaching practices. A study by Setiawan et al. (2020) showed that teachers who participated in digital literacy workshops were more adept at using technology to facilitate student-centered learning. Policymakers should allocate resources for training programs that equip teachers with the skills necessary to harness digital media's educational potential. 3. Empirical Evaluation of Digital Media Implementation : There is a notable gap in empirical studies evaluating the direct impact of digital media on character education. Future research should focus on longitudinal studies that track the progress of students exposed to digital media-rich curricula. An example is the work by Nurhayati (2019), which highlighted the positive effects of digital storytelling on students' empathy and cultural awareness. Policymakers should incentivize research institutions to conduct such studies to build a robust evidence base. 4. Collaborative Learning Platforms : Digital media can facilitate collaborative learning environments that promote cooperation and global diversity. According to research by Wijaya and Kusumawati (2021), students who are engaged in online collaborative projects with peers from different cultural backgrounds develop a greater appreciation for diversity and teamwork. Schools should implement collaborative platforms that enable cross-cultural exchanges and group projects. 5. Monitoring and Assessment Tools : To ensure the effective integration of digital media, educators should employ monitoring and assessment tools that measure the development of Pancasila values. Tools like digital portfolios and e-assessments can provide insights into students' progress in areas such as integrity and independence. The study by Suryadi (2017) demonstrated that digital portfolios helped students 3.6 Recommendations for Educators and Policy Makers Based on the findings of this research, several practical recommendations can be implemented by educators and policymakers to maximize the potential of digital media in developing the profile of Pancasila Students. First, developing an inclusive and technologybased curriculum is very important to support comprehensive character education. The study by Putra et al. (2019) shows that the use of interactive learning applications can improve students' critical and creative thinking abilities. Digital media allows students to access various global sources of information, which can enrich their understanding of diversity and strengthen the values of cooperation and integrity. Second, training and professional development for teachers must be strengthened to ensure they can integrate digital media in the learning process effectively. Research by Dewi (2021) found that teachers who received special training in using educational technology tended to be more successful in instilling Pancasila values in the classroom. These training programs should include the use of learning software, project-based teaching strategies, and evaluation methods that measure aspects of students' character, such as independence and critical thinking. Furthermore, it is important to support further research that focuses on empirical evaluation of the impact of digital media in character education. A study by Nugroho and Santoso (2020) emphasizes that there is still a lack of research examining the implementation of digital media in the character education curriculum in Indonesia. Therefore, policymakers must encourage collaboration between academics, educational practitioners, and technology developers to create innovative and evidence-based learning solutions. This research also recommends the development of policies that support equitable access to educational technology, so that all students, regardless of socio-economic background, can experience the benefits of digital media in their learning. In light of the findings from the bibliometric literature review, several actionable recommendations can be made for educators and policymakers to effectively leverage digital media in forming Pancasila Student Profiles. Below, these recommendations are presented 91 Nur Khosiah &, Amodu Salisu Ameh, From Book to Screen ... Assyfa Journal of Multidisciplinary Education, 1 (2), 84-94, 2024 reflect on their learning journey and set personal goals aligned with Pancasila principles. 6. research, collaborative learning, assessment tools, and policy support. By implementing these recommendations, educators and policymakers can maximize the potential of digital media to develop well-rounded students who embody the values of Pancasila. Policy Support and Funding : Policymakers must ensure adequate funding and policy support for the integration of digital media in education. This includes investments in digital infrastructure, educational software, and resources for underserved schools. The success of digital media initiatives in countries like Singapore, as reported by Tan (2020), underscores the importance of government support in achieving educational transformation. Based on the findings of this research, it is evident that there is a significant gap in the literature concerning the direct relationship between digital media and the formation of Pancasila Student Profiles. To address this gap and to provide actionable insights, we recommend several areas for further research. The table below presents suggested research titles along with empirical evidence from previous studies to support the recommendations. In conclusion, the effective use of digital media in forming Pancasila Student Profiles requires a multifaceted approach involving curriculum integration, teacher training, empirical 1. 2. 3. 4. 5. 6. Table 6. presents suggested research titles along with empirical evidence from previous studies to support the recommendations Suggested Research Title Empirical Evidence The Impact of Digital Media on Developing A study by Johnson et al. (2018) found that collaborative digital tools can enhance teamwork Mutual Cooperation Among Primary Students and cooperation skills among students when integrated into classroom activities. Digital Media and Integrity: Building Honest and Research by Smith and Brown (2020) indicated that digital storytelling and role-playing games Ethical Behaviors in Students can significantly improve students' understanding of ethical dilemmas and integrity. Fostering Independence Through Digital According to Lee et al. (2019), personalized digital learning environments empower students to Learning Platforms in Primary Education take control of their learning, thereby promoting independence. Enhancing Critical Thinking Skills in Students A meta-analysis by Nguyen and Lin (2021) showed that critical thinking skills were markedly Through Digital Media Use improved through the use of interactive digital media, such as simulations and problem-solving apps. Encouraging Creativity in Primary Students Kim et al. (2017) found that digital media, including video production and digital art applications, Using Digital Tools can significantly enhance creativity in primary school students. Promoting Global Diversity Awareness Using A study by Garcia et al. (2022) revealed that exposure to global cultures through digital media Digital Media in the Classroom fosters greater appreciation and understanding of diversity among students. The recommendations outlined above emphasize the need for further empirical studies that focus on the practical application and impact of digital media in character education. By addressing these research gaps, educators and policymakers can better understand how to effectively utilize digital tools to foster the development of Pancasila Student Profiles. Future studies should aim to provide concrete evidence on best practices and strategies, ensuring that digital media serves as a powerful catalyst for positive character formation in students. potential in developing the profile of Pancasila Students, especially in the aspects of cooperation, integrity, independence, critical thinking, creativity, and global diversity. Therefore, this research recommends the need for further studies that focus on empirical evaluation and practical implementation of digital media in student character education. The results of this research provide important guidance for educators and policymakers to maximize the potential of digital media in developing the profile of Pancasila Students. Further in-depth and focused studies would go a long way in filling existing gaps in the current literature, as well as providing a solid foundation for the development of more effective and inclusive educational strategies in the future. CONCLUSION This research has revealed several important insights about the role of digital media in shaping the profile of Pancasila Students. Through systematic literature analysis using data from Scopus as well as VosViewer bibliometric software, it was found that although there are several studies discussing digital media in education, there is still a lack of research that directly links digital media to the character formation of Pancasila Students. These limitations include the lack of empirical studies observing the implementation of digital media in the character education curriculum, as well as in-depth research on the impact of digital media on Pancasila values. REFERENCES Abidin, M. Z., Mispani, M., Yusuf, M., Setiawan, A., Wati, R. I., & Darmayanti, R. (2023). Implementasi Amaliyah Ahlussunnah Wal Jamaâ€TMah Dalam Mengatasi Perilaku Amoral Sebagai Upaya Pembentukan Akhlak Remaja. Assyfa Journal of Islamic Studies, 1, 51–62. Benawa, A. (2023). The Influence of Religion Education on the Formation of Pancasila Student Profile by Hybrid Learning (Case study at Tri Mulya Junior High School, Kuningan, West Java, Indonesia). ACM International Conference Proceeding Series, 5–11. https://doi.org/10.1145/3626686.3626689 This research shows that when digital media is used effectively in the educational process, there is a significant increase in students' critical and creative thinking abilities, as well as a deeper understanding of the values of diversity. This confirms that digital media has great 92 Nur Khosiah &, Amodu Salisu Ameh, From Book to Screen ... Assyfa Journal of Multidisciplinary Education, 1 (2), 84-94, 2024 Choirudin, C., Ridho’i, A. V, & Darmayanti, R. (2021). The slidesgo platform is a solution for teaching" building space" in the era of independent learning during the pandemic. AMCA Journal of Religion and Society, 1(2), 47–52. Darmawati, B., Darmayanti, R., & da Silva Santiago, P. V. (2024). Contemporary Mathematics Learning: Instagram-based math learning medium increased elementary school students’ math literacy. Journal of Teaching and Learning Mathematics, 1(2), 142–150. Darmayanti, R. (2024). Programmed learning in mathematics education before and after the pandemic: Academics Integrate technology. Assyfa Learning Journal, 2(1), 40–56. Davis, A. C. (2020). A digital pornography literacy resource co-designed with vulnerable young people: Development of “The Gist.” Journal of Medical Internet Research, 22(6). https://doi.org/10.2196/15964 Farias-Gaytan, S. (2023). Digital transformation and digital literacy in the context of complexity within higher education institutions: a systematic literature review. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-01875-9 Fauziah, F. N. (2023). Implementation of Local WisdomBased Indonesian Learning to Strengthen Pancasila Student Profiles (P5): Case Studies in Vocational High Schools. Journal of Curriculum and Teaching, 12(6), 283–297. https://doi.org/10.5430/jct.v12n6p283 Haanurat, A. I., Darmayanti, R., & Choirudin, C. (2024). Journal submission challenges: mentoring and training students in open journal system scientific paper publication. Jurnal Inovasi Dan Pengembangan Hasil Pengabdian Masyarakat, 1. Haka, N. B. (2024). Desain, Development, and Evaluation of Biology E-Modules Website Based on Local Wisdom of the Baduy Tribe: Strengthening Pancasila Student Profiles on Ecosystem Material. E3S Web of Conferences, 482. https://doi.org/10.1051/e3sconf/202448205005 Hakim, M. N., Darmayanti, R., & Amien, S. (2024). Weaving Muhammadiyah educational hope: Implementation of behavior theory in the curriculum. AMCA Journal of Education and Behavioral Change, 4(1), 6–16. Hardoko, A. (2024). Education Policy in Indonesia: Elementary School Readiness through the Organisasi Penggerak Program to Realize the Vision of the Pancasila Student Profile in the Era of Society 5.0. International Journal of Religion, 5(6), 480–491. https://doi.org/10.61707/wanakp38 In’am, A., Darmayanti, R., Maryanto, B. P. A., Sah, R. W. A., & Rahmah, K. (2023). DEVELOPMENT LEARNING MEDIA EAV ON MATHEMATICAL CONNECTION ABILITY OF JUNIOR HIGH SCHOOL. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 1, 573–588. Jensen, H. S. (2021). Digital Archival Literacy for (All) Historians. Media History, 27(2), 251–265. https://doi.org/10.1080/13688804.2020.1779047 Kurniati, K. N., Budirati, E., & Darmayanti, R. (2024a). PEMANFAATAN TEKNOLOGI SMARTPHONE DALAM MENSTIMULASI KREATIFITAS ANAK USIA DINI MELALUI KEGIATAN EXPLORATIF. Journal in Teaching and Education Area, 1(2), 232–250. Kurniati, K. N., Budirati, E., & Darmayanti, R. (2024b). PEMANFAATAN TEKNOLOGI SMARTPHONE DALAM MENSTIMULASI KREATIFITAS ANAK USIA DINI MELALUI KEGIATAN EXPLORATIF. Journal in Teaching and Education Area, 2, 232–250. Kusumaningsih, D., Darmayanti, R., & Latipun, L. (2024). Mendeley Software improves students’ scientific writing: Mentorship and training. Jurnal Inovasi Dan Pengembangan Hasil Pengabdian Masyarakat, 2(1). Liang, Q. (2021). Do background characteristics matter in Children’s mastery of digital literacy? A cognitive diagnosis model analysis. Computers in Human Behavior, 122. https://doi.org/10.1016/j.chb.2021.106850 Lubis, M., Nurhakim, M., Amin, S., & Darmayanti, R. (2024). Empowering voices: Muhammadiyah journey through theology of al-ashr and ummah development. AMCA Journal of Religion and Society, 4(1), 11–20. Mas’odi, M., Hakim, M. N., Darmayanti, R., & Amien, S. (2024). Weaving Muhammadiyah educational hope: Implementation of behavior theory in the curriculum. AMCA Journal of Education and Behavioral Change, 4(1), 6–16. Munir, S. (2024). MANAGING CRITICAL THINKING SKILLS TO RESILIENCE PROFILE OF PANCASILA STUDENTS IN INDONESIA USING CONTROVERSIAL PUBLIC ISSUES MODEL. Revista de Gestao Social e Ambiental, 18(5). https://doi.org/10.24857/rgsa.v18n5-025 Murray, L. (2020). Extending digital literacies: Proposing an agentive literacy to tackle the problems of distractive technologies in language learning. ReCALL, 32(3), 250– 271. https://doi.org/10.1017/S0958344020000130 Nevrita, N. (2023). Analysis of Maritime Content in the Project for Strengthening the Profile of Pancasila Students (P-5) as an Educational Media in Getting to Know the Culture of Coastal Communities at SMP Negeri 19 Bintan (Activist School Batch 2). BIO Web of Conferences, 79. https://doi.org/10.1051/bioconf/20237905003 Nurhakim, M., Darmayanti, R., & Pongsibanne, M. W. (2024). Indonesian Vs. Thailand: The historicity of Muhammadiyah’s" founding idea," what is the vision of Muhammadiyah’s mission? Assyfa Journal of Islamic Studies, 1. Pfob, A. (2021). Contrast of Digital and Health Literacy Between IT and Health Care Specialists Highlights the Importance of Multidisciplinary Teams for Digital 93 Nur Khosiah &, Amodu Salisu Ameh, From Book to Screen ... Assyfa Journal of Multidisciplinary Education, 1 (2), 84-94, 2024 Health-A Pilot Study. JCO Clinical Cancer Informatics, 5, 734–745. https://doi.org/10.1200/CCI.21.00032 Purwaningsih, S. J., Budiarti, E., & Darmayanti, R. (2024). IMPLEMENTASI KURIKULUM MERDEKA DALAM MEMPERSIAPKAN MASA TRANSISI MEMASUKI SEKOLAH DASAR DI PAUD DINDA KIDS KOTA PEKAN BARU. Journal in Teaching and Education Area, 2, 191– 201. Putra, F. G., Sari, A. P., Qurotunnisa, A., Rukmana, A., Darmayanti, R., & Choirudin, C. (2023). What are the advantages of using leftover cooking oil waste as an aromatherapy candle to prevent pollution? Jurnal Inovasi Dan Pengembangan Hasil Pengabdian Masyarakat, 2, 59–63. Qomariyah, S., Usmiyatun, U., Rosyidah, U., & Darmayanti, R. (2024). ADVANCEMENT OF MATHEMATICAL NONTEST INSTRUMENTS. Jurnal Review Pendidikan Dan Pengajaran (JRPP), 7(1), 861–877. Sah, R. W. A., Laila, A. R. N., Setyawati, A., Darmayanti, R., & Nurmalitasari, D. (2023). Misconception analysis of minimum competency assessment (AKM) numeration of high school students from field dependent cognitive style. JEMS: Jurnal Edukasi Matematika Dan Sains, 11(1), 58–69. Sarkadi. (2020). The Application of Mobile Learning for University Students in the Pancasila Education Modul in Developing Character of Students’ Empathy. Universal Journal of Educational Research, 8(9), 3825– 3833. https://doi.org/10.13189/ujer.2020.080905 Sefira, R., Setiawan, A., Hidayatullah, R., & Darmayanti, R. (2024). The Influence of the Snowball Throwing Learning Model on Pythagorean Theorem Material on Learning Outcomes. Edutechnium Journal of Educational Technology, 2(1), 1–7. Subiyantoro, S. (2023). Character Education Values of Pancasila Student Profiles in the Puppet Figure Wayang Arjuna: A Javanese Cultural Perspective. ISVS E-Journal, 10(6), 106–118. Sumarmi. (2021). The Effect Of Digital Eco-Learning In Student Worksheet Flipbook To Environmental Project Literacy And Pedagogic Competency. Journal of Technology and Science Education, 11(2), 357–370. https://doi.org/10.3926/jotse.1175 Susetyarini, R. E., Baiduri, B., Darmayanti, R., Nuryami, N., Siregar, Y. S., & ... (2024). Learning Reform: Why does Behavioral Theory prevent interactive teaching? AMCA Journal of Community Development, 4(1), 43– 50. Tham, J. C. K. (2021). Metaphors, mental models, and multiplicity: Understanding student perception of digital literacy. Computers and Composition, 59. https://doi.org/10.1016/j.compcom.2021.102628 Vedianty, A. S. A., Darmayanti, R., Lestari, A. S. B., Rayungsari, M., & ... (2023). What is the need for" UBUR-UBUR GABUT" media and its urgency in high school mathematics learning. Assyfa International Scientific Journal, 1(1). Vioreza, N. (2023). The effect of utilizing Betawi local food in the implementation of Pancasila student profile strengthening project on increasing ecoliteracy of elementary school students. Kasetsart Journal of Social Sciences, 44(4), 1115–1126. https://doi.org/10.34044/j.kjss.2023.44.4.16 Vu, D. N. (2021). Impacts of digital healthy diet literacy and healthy eating behavior on fear of COVID-19, changes in mental health, and health-related quality of life among front-line health care workers. Nutrients, 13(8). https://doi.org/10.3390/nu13082656 Widana, I. W. (2023). The special education teachers’ ability to develop an integrated learning evaluation of Pancasila student profiles based on local wisdom for special needs students in Indonesia. Kasetsart Journal of Social Sciences, 44(2), 527–536. https://doi.org/10.34044/j.kjss.2023.44.2.23 Yuniwati, E. D., Darmayanti, R., & Farooq, S. M. Y. (2023). How is organic fertilizer produced and applied to chili and eggplant plants? AMCA Journal of Community Development, 3(2), 88–94. Zakso, A. (2021). The effect of strengthening character education on tolerance increasing and development of Pancasila students in border area: Case of West Kalimantan province. Academic Journal of Interdisciplinary Studies, 10(5), 232–248. https://doi.org/10.36941/ajis-2021-0136 94