Project P5: How is assistance in implementing the independent curriculum in elementary schools?

Sri Utaminingsih; Jayanti Putri; Wawan Shokib Rondli; Irfai Fathurohman; Ahmad Hariyadi

doi:10.61650/jip-dimas.v1i2.229

Authors

Sri Utaminingsih Universitas Muria Kudus, Indonesia https://orcid.org/0000-0002-2613-0052 sri.utaminingsih@umk.ac.id
Jayanti Putri Universitas Muria Kudus, Indonesia https://orcid.org/0000-0003-0865-6111 jayanti.putri@umk.ac.id
Wawan Shokib Rondli Universitas Muria Kudus, Indonesia https://orcid.org/0000-0001-6764-1353 wawan.shoib@umk.ac.id
Irfai Fathurohman Universitas Muria Kudus, Indonesia https://orcid.org/0000-0003-1062-8611 irfai.fathurohman@umk.ac.id
Ahmad Hariyadi Universitas Muria Kudus, Indonesia ahmad.hariyadi@umk.ac.id

DOI:

https://doi.org/10.61650/jip-dimas.v1i2.229

Keywords:

Independent curriculum Project P5 Elementary Schools

Abstract

Schools in SD 4 Gulang, Kudus Regency, currently need help in implementing the independent curriculum due to instructors' difficulties in setting themes, selecting sub-themes, determining activities, compiling project modules, and assessing their implementation. This mentoring method consists of seven in-person and online meetings. The results of the assistance demonstrated that SD 4 Gulang was able to modify the project module to strengthen the Pancasila profile of grade 1 students. Project 1's theme and topic were Entrepreneurship and Entrepreneurship Processing Waste, while Project 2's theme was Local Wisdom. My Snacks, My Culture is the topic. Each project's activity phase is divided into the introduction, contextualization, follow-up action, and reflection stages, respectively. Class IV project implementation for Project 1 has the theme of entrepreneurship, with the topic of turning trash into a blessing, and Project 2 has the theme of local knowledge, with the topic of consuming Kudus-style snacks. Strengthening the implementation of the Pancasila Student Profile The project activities at SD 4 Gulang are conducted in accordance with the prepared activity flow, and the assessment is based on the dimensions, elements, and sub-elements that have been determined. Teachers and students' comprehension and proficiency in implementing the Pancasila Student Profile Strengthening increased following mentoring. The Project

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