JOURNAL OF INNOVATION AND DEVELOPMENT OF COMMUNITY SERVICE RESULTS

e-ISSN 3025-2334

Vol 1(2), December 2023, 73-79
DOI: https://doi.org/10.61650/jip-dimas.v1i2.229
a s s yf a . c o m

Project P5: How is assistance in implementing the independent
curriculum in elementary schools?
Sri Utaminingsih1, Jayanti Putri2, Wawan Shokib Rondli3, Irfai Fathurohman4, and Ahmad Hariyadi5
1, 2, 3, 4, 5 Universitas Muria Kudus, Indonesia
* Corresponding author: sri.utaminingsih@umk.ac.id

KEYWORDS
Elementary Schools
Independent Curriculum
Project P5

SUBMITTED:08/28/2023
REVISED: 09/15/2023
ACCEPTED: 09/20/2023

ABSTRACT Schools in SD 4 Gulang, Kudus Regency, currently need help 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 assistance results
demonstrated that SD 4 Gulang could 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. Class IV project implementation for
Project 1 has the theme of entrepreneurship, with the topic of turning trash into a blessing. 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 by 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 Author(s) 2023.

1. INTRODUCTION
The present discourse aims to comprehensively
examine the current situation (Agussalim, 2021;
Prameswari,
2021;
Sukriono,
2020).
The
implementation of the Merdeka Curriculum has been
officially initiated at several educational institutions
(Hariyadi, Jenuri, et al., 2023; Nari et al., 2022;
Witono, 2021), including both driving schools and
independent schools (Fadhilah et al., 2022; Rosnelli,
2023; Utaminingsih et al., 2023). According to
Ministry of Education and Culture Regulation No.
265/M/2022,
the
Independent
Curriculum
encompasses both intra-curricular learning and cocurricular activities (Hariyadi, Musa, et al., 2023;
Wijaya & Darmayanti, 2023), specifically the
Pancasila Student Profile Strengthening Project
(Asmarawati, 2022; Rahayu et al., 2022).
Academic Profile of the Student Pancasila is a set
of values and skills that are ingrained in everyday life
and cultivated inside each student through various
educational initiatives (Gudkova et al., 2021),
including cultural activities, intracurricular learning
(Forbes, 2017), projects aimed at promoting
Pancasila values among students, and extracurricular
engagements (Dirac, 1963; Seitova, 2018a). The

Pancasila Student Profile Enhancement project is a
co-curricular activity that aims to develop students'
competency and character by implementing the
Pancasila student profile (Basu, 2019; Seitova,
2018b).
This profile is based on the Graduate
Competency Standards (Khalid, 2018; Sulfiah et al.,
2021). The initiative aimed at enhancing the profile of
Pancasila
students
was
executed
flexibly,
encompassing several aspects such as content,
activities, and duration of implementation
(Kemendikbud, 2021). The Pancasila Student Profile
encompasses Six Character dimensions (Sarkadi,
2020; Witono, 2021): faith and devotion to God
Almighty, moral excellence, collaborative spirit,
global diversity, critical thinking, creativity, and
independence. Each size category comprises several
elements and sub-elements, each with distinct
explanatory descriptions for every phase (Sonia,
2023; Suharsiwi & Sari, 2023; Widana, 2023).
Gulang is an elementary school that caters to
students in the fourth grade. Holy Elementary School
is an educational institution in Kudus Regency that

This is an Creative Commons License This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License

Utaminingsih et al., ││ Project P5: How is assistance in implementing the independent curriculum in elementary...

has adopted the Independent Curriculum for the
academic year 2022/2023, specifically for students in
grades one and IV. The educational institution,
commonly called "school," is an establishment where
individuals, typically children, consist of a teacher,
eight individuals, and a single staff member. The total
population of pupils in grades 1-6 is 105 individuals.
At present, SD 4 Gulang is diligently executing an
autonomous curriculum, incorporating the activities
of the Strengthening Pancasila Student Profile
Project, utilizing the available resources.

modules with diverse versions obtained from Plafon
Merdeka Mengajar (PMM). This aligns with the
assertion made by Fitriya and Latif (2022), whereby
they posit that many issues beset the implementation
of the Pancasila Student Profile Strengthening
Project. The reason for this situation is attributed to
the program's novelty, which has resulted in a lack of
prompt response and adaptability from various
schools' human resources departments in obtaining
information
and
implementing
necessary
modifications.

The implementation of SD 4 Gulang is guided by
a set of concepts, specifically holistic principles. The
Student Pancasila Profile Strengthening Project was
conducted
with
a
significant
focus
on
comprehensively examining a particular subject or
issue rather than approaching it in a fragmented or
isolated manner (Fancher, 2021; Phillips, 2021;
Würfl, 2018). The existence of a connection and
integration can be observed (de Oliveira, 2020; Ralph,
2016; Septian, 2020). The contextual concept
pertains to aligning educational activities with reallife experiences. The principle of studentcenteredness pertains to an educational approach
that fosters students' development as active
participants in their learning, wherein they
autonomously manage their learning process and can
make choices and suggestions (Hariyadi, 2015;
Sugianto et al., 2023; Sutia, 2019).

Based on the issues above, a recommended
remedy is put forth, precisely the initial one: Facilitate
the development of project modules (Darmayanti et
al., 2023; Hasanah, In’am, et al., 2022; Horinaga,
2023). The process begins with selecting themes and
issues, followed by identifying dimensions, elements,
and sub-elements. Additionally, there is a need for a
second
accompaniment
during
project
implementation and assessment. This service aims to
develop an organizational module project focused on
classes I and IV, considering the student and
environmental features of Elementary School 4
Gulang. Additionally, the outcomes of the help
provided will be documented in the form of papers
and published in a reputable journal.

Suitable profile project themes based on his
interests. The idea of exploration is associated with
creating many opportunities for personal growth and
investigation, encompassing organized and readily
available avenues (Fikri et al., 2023; Hasanah,
Syaifuddin, et al., 2022; Inganah et al., 2023). At the
elementary school level, educational institutions can
select from six themes recommended by the Ministry
of Education and Culture. These themes include local
wisdom,
sustainable
lifestyle,
the
holistic
development of body and soul, embracing diversity,
engineering and technology, and entrepreneurship
(Darmuki et al., 2022b; Yupita et al., 2021).

From July 2022 to July 2023, help prepare project
modules to strengthen Pancasila students' profiles in
implementing the independent curriculum in
elementary school (SD) 4 Gulang Kudus. Activities
start with planning, implementation, and assessment.
Before providing support, the team surveyed
teachers and students about P5 at SD 4 Gulang. Talk
to the principal, class I teacher (21 students), and
class IV teacher (18 students) on the first project's
theme and topic. Discuss project topics and activities
from semesters 1 and 2.

One of the challenges schools encounter,
particularly teachers, in implementing the
Strengthening Pancasila Student Profile (P5) Project
pertains to formulating project plans or modules.
Specifically, teachers often encounter difficulties
determining appropriate themes and sub-themes,
establishing project objectives, designing suitable
activities and assessments, and organizing and
scheduling project-related tasks (Darmuki et al.,
2022a; Puryanto et al., 2018; Suprihatin et al., 2021).
Upon the team's arrival at the school, it was observed
that despite the commencement of the academic year,
the teacher remained perplexed and in a state of
social adjustment. The specific activities to be
undertaken have not yet been clearly defined. There
is a lack of clarity regarding the project aimed at
enhancing the profile of Pancasila students at SD 4
Gulang, despite the availability of numerous project

2. METHOD

The subjects are customized to school or
community issues. This allows pupils to join a
community whose values match Pancasila's at each
point (Asiati & Hashanah, 2022). In practice, school
administrators and teachers are still puzzled about
integrating projects in autonomous curricular
learning, notably designing project modules,
implementing them, and evaluating them with the
service team. School for designing and planning
Strengthening Pancasila Student Profile Project
activities per module activity flow. The Team follows
the application project module in Stage 2. Stage 3:
Team aids with student assessments. After mentoring
teachers and students, the team administered a
questionnaire to assess understanding.

74
JIPDIMAS: Journal of Innovation and Development of Community Service Results | 73-79

Utaminingsih et al., ││ Project P5: How is assistance in implementing the independent curriculum in elementary...

3. RESULTS AND DISCUSSION
The article discusses (1) how implementation or
solutions solve partner problems, (2) how their
results indicate program success, and (3) what drives
or hinders program implementation. This discussion
section focuses on program outputs, partnerproduced goods, and services that indicate program
success. Community service results must be
quantified to solve partner problems (by
questionnaires,
pre-and
post-tests,
product
observations, partner comments, etc.).
To support the Project for Strengthening the
Profile of Pancasila Students at SD 4 Gulang, complete

The project module for class 1 in primary school
was developed with a focus on entrepreneurship.
Specifically, the chosen theme for the project was
"Entrepreneurs Processing Waste," aiming to explore
the entrepreneurial aspects of waste management.
The activity above Activity 1: Introduction (Waste et
al. Trip, Field Trip Report) In this initial activity, we
will provide an overview of many vital components.
These components include the waste phenomenon,
waste handling, green entrepreneurship, and the field
trip and subsequent field trip report. Activity 2:
Contextualization of Waste Identification in
Educational Institutions and Formative Assessment
Activity 3: Implementation of Action Plan for Waste
Management in Educational Institutions Conducting
Market Surveys, Analyzing Survey Results,
Determining Product Viability, Developing Product
Testing Strategies, Creating Business Plans, Designing
Promotional Materials, and Facilitating Product Sales.
In this section, we will critically analyze the activities
undertaken, focusing on evaluation, monitoring, and
follow-up.
Regarding the sequence of activities for Project
2, which focuses on the theme of local wisdom and
specifically explores my snacks and culture, the
students of Class 1 I followed the prescribed steps for
the Strengthening Pancasila Student Profile Project.
These steps included Activity 1, which involved
conducting an initial assessment, and Activity 2,
which encompassed various sub-activities related to

these steps: 1) Coordinate with schools, including
direct visits and Zoom, agreed schedule, and
resources; 2) Implement mentoring: Planning:
Implementation And Assessment P5; and 3) Evaluate
mentoring.
Two face-to-face and Zoom 1 meetings were
used to coordinate mentoring time (September–
March 2023) and materials. 1) coaching on project
module preparation, including subject, subelements,
topic, channel, duration, activities, and assessment.
2). Support throughout project activities and
evaluations. From project channel planning to
Pancasila student profile strengthening, various
things must be altered during mentoring execution.

local wisdom. These sub-activities included exploring
local wisdom folklore in Kudus, engaging in cultural
nature-uri practices, conducting partnership visits,
and engaging in self-reflection. Activity 3 involves the
implementation of contextualization, commencing
with the formative evaluation phase, followed by
identifying the cultural aspects prevalent in my
village. Activity 4 involves executing many tasks,
including conducting environmental surveys,
analyzing the obtained survey data, and devising
strategies to safeguard cultural heritage. Additionally,
this activity entails capturing images of culturally
significant snacks, honing the skill of "photography
hunting," creating visual representations of cultural
snacks through clippings, and organizing them in an
archival manner. The concluding phase of the
Strengthening Pancasil Student Profile Project entails
the reflection and follow-up stage, explicitly involving
evaluating the conducted activities.
For Project 1 in Class IV, the chosen theme of
entrepreneurship revolves around transforming
waste into valuable assets. The activities of the
Strengthening Pancasila Student Profile Project are
categorized into four distinct stages. Specifically, the
initial stage is the introduction phase. During this
phase, the project entails doing outreach activities,
administering diagnostic assessments, collecting
preliminary data on plastic waste, visiting waste
processing plants, conducting formative testing,
analyzing waste sorting flows, and presenting the
75

JIPDIMAS: Journal of Innovation and Development of Community Service Results | 73-79

Utaminingsih et al., ││ Project P5: How is assistance in implementing the independent curriculum in elementary...

findings from observations. During stage 2 of the
study, which is the contextual phase, students engage
in plastic waste processing activities. These activities
include visiting home industries involved in plastic
waste processing, conducting a formative test 2, and
utilizing the gathered information to document
various plastic waste processing products
collaboratively. The documentation includes the
manufacturing process of these products as well as
strategies for marketing them. During the third step,
the action phase, students exhibit their ability to
create floral arrangements using plastic materials.
Furthermore, vessels can also be created using
repurposed bottles. Informative assessment 3:
Students engage in a collaborative group activity
involving the creation of plastic flowers and bottle
pots. Students engage in evaluation and project
reflection in the final stage of the academic process,
sometimes called the activity's culmination. This
phase involves the completion of summative
examinations, as well as the preparation and
celebration of the achieved learning outcomes.
For project 2, a student from Class IV selected
the theme of Local Wisdom, focusing on the topic of
Nguri-nguri, a traditional snack from Kudus. The early
phase of the project involves several tasks, including
project socializing, diagnostic assessment, and
gathering preliminary information about the project's
typical food consumption. A Visit to Micro, Small, and
Medium Enterprises (MSMEs) in the Food Industry In
the context of the Holy course, a formative
assessment, denoted as Test 1, is conducted. This
assessment entails the identification of the
procedural steps involved in the preparation of
Penang food, as well as the presentation of the
observed outcomes. In the subsequent phase,
students engage in a contextual stage encompassing
specific activities, such as inviting individuals
involved in the production of jenang and conducting
formative assessments 2. These assessments involve
gathering information and collaborating with student
groups to document details about keciput food, its
preparation methods, and strategies for product
marketing.
The subsequent phase entails taking action. The
students engage in a variety of activities related to
jenang food, including conducting research on
keliping materials, collecting and attaching keliping
materials, embellishing keliping designs, gathering
information on poetic materials, composing poetry
centered around jenang, searching for materials to
create posters highlighting Khas Kudus food, and
designing posters aimed at promoting the
preservation of Khas Kudus food. The concluding
phase of the project entails project evaluation,
reflection, and the implementation of a summative
assessment.
The results of participant accompaniment can
be observed in the study titled "Understanding
Participant Accompaniment 9." The chart below

displays the educational community's individuals,
including school principals and teachers.
The primary subject of discourse pertains to the
participant's understanding of the Project for
Enhancing Pancasila Student Profiles, specifically
emphasizing P5 under the Independent Curriculum.
This entails an analysis of the various dimensions,
elements, and sub-elements associated with P5 and
an exploration of its objectives, themes, and issues.
The
results
also
consider
the
module,
implementation, and assessment of P5. After the
implementation of mentoring throughout the project,
a survey was conducted among a group of 18 fourthgrade children (Class IV)—this questionnaire aimed
to assess the students' responses to P5. The
subsequent findings are displayed below, illustrating
the pupils' understanding of P5.
The preliminary assessment of the student's
responses at the outset of the project revealed a
deficiency in comprehension that necessitated
further improvement. Following the introduction of
devotion, there was a notable increase of 4% in the
proportion of persons exhibiting enhanced
performance levels. Moreover, there was a 12%
increase in the proportion of individuals possessing a
collective body of knowledge, from 36% to 47%.
Furthermore, there was a notable increase in the
proportion of individuals with a significant degree of
comprehension, rising from 5% to 13%. The level of
students' understanding of the six dimensions of P5,
their awareness of the objectives of P5, and their
positive attitudes towards P5 activities collectively
demonstrate that the results of students' feedback
following their participation in the Pancasila Student
Profile Strengthening Project were exceedingly
satisfactory.
The students have acquired a more profound
comprehension of the objectives of P5, which are
designed to foster character development. According
to the findings of (Hariyadi, Jenuri, et al., 2023;
Subiyantoro, 2023), it is argued that students ought to
possess character qualities congruent with the
cultivation of the Pancasila profile. Implementing this
initiative is anticipated to facilitate students in
effectively integrating these qualities into their daily
routines, thereby fostering the development of
Indonesian individuals who embody the fundamental
characteristics of each Pancasila tenet. The Pancasila
Student Profile Strengthening Project is an effort
implemented by the government to improve the
quality of education by including character education
((Rosana, 2019; Zakso, 2021). Consequently,
educators must possess the capacity to guide kids
proficiently in developing their intellectual acumen,
character, social capital, and ethical values while
taking into account each student's distinctive
attributes and aptitudes (Lonto et al., 2018; Mohseny
et al., 2011; Yoder, 2018).

76
JIPDIMAS: Journal of Innovation and Development of Community Service Results | 73-79

Utaminingsih et al., ││ Project P5: How is assistance in implementing the independent curriculum in elementary...

4. CONCLUSION
The results of Project Support Initiatives
Improving the Student's Pancasila Profile At SD 4
Gulang, it can be deduced that the principal and
teachers demonstrate a profound comprehension
and proficiency in educational planning. Module
projects have been established to develop the
Pancasila student profile. Moreover, these projects
have been effectively executed, and the organization
can carry out assessments, which are then
incorporated into the student's academic records.
After participating in the initiative, students
acknowledged their contentment with the vast array
of activities provided, effectively facilitating
possibilities for social engagement. As a result, it was
expected that this particular experience would
positively impact the cultivation of students' moral
and ethical attributes.

5. REFERENCE
Agussalim. (2021). Pancasila Economic Character
Literacy Program for High School Students.
International Journal of Instruction, 14(1), 235–
252.
Asmarawati, E. (2022). Implementation Of The
Independent Curriculum In Mathematics
Learning For Class X Vocational School In The
Administrative City Of East Jakarta. International
Journal of Educational Research & Social Sciences,
3(5). https://doi.org/10.51601/ijersc.v3i5.487
Basu, A. (2019). Global distribution of google scholar
citations: A size-independent institution-based
analysis. Journal of Scientometric Research, 8(2),
72–78. https://doi.org/10.5530/jscires.8.2.12
Darmayanti, R., Utomo, D. P., Choirudin, C., & Usmiyatun,
U. (2023). E-MODULE GUIDED DISCOVERY
LEARNING MODEL IN THE HOTS-BASED
INDEPENDENT
LEARNING
CURRICULUM.
AKSIOMA: Jurnal Program Studi Pendidikan
Matematika, 12(1), 1–10.
Darmuki, A., Hariyadi, A., & Hidayati, N. A. (2022a).
Pelatihan Penulisan Karya Ilmiah Dengan Model
Problem Based Learning Secara Daring. Joong-Ki:
Jurnal Pengabdian Masyarakat, 1(3), 408–417.
Darmuki, A., Hariyadi, A., & Hidayati, N. A. (2022b).
Pembelajaran PBL Kolaborasi PjBL untuk
Meningkatkan Keterampilan 4C pada Mata Kuliah
Pragmatik. Media Penelitian Pendidikan: Jurnal
Penelitian Dalam Bidang Pendidikan Dan ….
de Oliveira, S. L. (2020). Project-based learning in math
teaching: Comparative study between teaching
methods. Bolema - Mathematics Education
Bulletin,
764–785.
https://doi.org/10.1590/1980-4415v34n67a20
Dirac, G. (1963). On the maximal number of
independent triangles in graphs. Abhandlungen
Aus Dem Mathematischen Seminar Der Universität
Hamburg,
26(1),
78–82.
https://doi.org/10.1007/BF02992869
Fadhilah, J. R., Oktira, Y. S., & Putra, D. A. (2022). The

problem of independent curriculum’s application
in the students of grade 1 at SDN 04 pasar
ambacang, padang. TOFEDU: The Future of
Education Journal, 1(1).
Fancher, C. (2021). Project-Based Learning in the Math
Classroom: Grades 6-10. Project-Based Learning in
the Math Classroom: Grades 6-10, 1–184.
https://doi.org/10.4324/9781003237341
Fikri, M., Darmayanti, R., & Hussain, N. (2023). How
applicable are the KuMo and FiC as teaching tools
for mathematics content? Assyfa Journal of Islamic
Studies, 1(2).
Forbes, J. (2017). Metagenomics: The next cultureindependent game changer. Frontiers in
Microbiology,
8.
https://doi.org/10.3389/fmicb.2017.01069
Gudkova, Y., Reznikova, S., Samoletova, M., & Sytnikova,
E. (2021). Effectiveness of Moodle in student’s
independent work. E3S Web of Conferences, 273.
https://doi.org/10.1051/e3sconf/20212731208
4
Hariyadi, A. (2015). Reformasi Mutu Pendidikan Melalui
Peningkatan Profesionalisme Guru. Jurnal
Penelitian Pendidikan, 1085–1094.
Hariyadi, A., Jenuri, J., Darmawan, D., Suwarma, D. M., &
Pramono, S. A. (2023). Building of the Pancasila
Character with Religious Harmony in the
Globalization Era. AL-ISHLAH: Jurnal Pendidikan,
15(2), 2126–2133.
Hariyadi, A., Musa, M., Solehuddin, M., &
Widyatiningtyas, R. (2023). Exploration of Islamic
Religious Education Involves The Independent
Learning Curriculum in The Digital Era. Edukasi
Islami: Jurnal Pendidikan Islam, 12(3).
Hasanah, N., In’am, A., Darmayanti, R., Choirudin, C.,
Nurmalitasari, D., & ... (2022). DEVELOPMENT OF
AL-QUR’AN CONTEXT MATH E-MODULE ON
INVERS FUNCTION MATERIALS USING BOOK
CREATOR APPLICATION. AKSIOMA: Jurnal
Program Studi Pendidikan Matematika, 11(4),
3502–3513.
Hasanah, N., Syaifuddin, M., & Darmayanti, R. (2022).
Analysis of the need for mathematics teaching
materials" digital comic based on islamic values"
for class X SMA Students in Era 5.0. Numerical:
Jurnal Matematika Dan Pendidikan Matematika,
6(2), 231–240.
Horinaga, S. (2023). On the classification of (g, K) modules generated by nearly holomorphic
Hilbert–Siegel modular forms and projection
operators. Annales Mathematiques Du Quebec.
https://doi.org/10.1007/s40316-023-00211-6
Inganah, S., Darmayanti, R., & Rizki, N. (2023).
Problems, solutions, and expectations: 6C
integration of 21 st century education into
learning mathematics. JEMS: Jurnal Edukasi
Matematika Dan Sains, 11(1), 220–238.
Kemendikbud. (2021). Program Sekolah Penggerak.
Kementerian Pendidikan Dan Kebudayaan, 29.
https://sekolah.penggerak.kemdikbud.go.id/pro
gramsekolahpenggerak
Khalid, A. A. (2018). Competency and effectiveness of
77

JIPDIMAS: Journal of Innovation and Development of Community Service Results | 73-79

Utaminingsih et al., ││ Project P5: How is assistance in implementing the independent curriculum in elementary...

internal Shariah audit in Islamic financial
institutions. Journal of Islamic Accounting and
Business
Research,
9(2),
201–221.
https://doi.org/10.1108/JIABR-01-2016-0009
Lonto, A. L., Wua, T. D., Pangalila, T., & Sendouw, R.
(2018). Moral work, teaching profession and
character education in Forming Students’
Characters. International Journal of Engineering
and
Technology(UAE),
7(4),
99–103.
https://doi.org/10.14419/ijet.v7i4.28.22560
Mohseny, A. B., MacHado, I., Cai, Y., Schaefer, K. L., Serra,
M., Hogendoorn, P. C. W., Llombart-Bosch, A., &
Cleton-Jansen, A. M. (2011). Functional
characterization of osteosarcoma cell lines
provides representative models to study the
human disease. Laboratory Investigation, 91(8).
https://doi.org/10.1038/labinvest.2011.72
Nari, N., Khaidir, C., Gustituati, N., & Alwen. (2022).
Analisis Implementasi Program Kurikulum
Merdeka Tingkat SMP/MTs Melalui Guru Sebagai
Sarana Penguat Profil Pelajar Pancasila. Jurnal
Pendidikan Indonesia, 2(2).
Phillips, A. (2021). Level Up Science: Design Thinking,
Games and Project-Based Learning. Teaching in
the Game-Based Classroom: Practical Strategies for
Grades
6-12,
61–73.
https://doi.org/10.4324/9781003042693-7
Prameswari, V. M. (2021). Perceived authenticity of the
Pancasila Sakti Museum by high school students.
International Journal of Tourism Anthropology,
8(3),
254–275.
https://doi.org/10.1504/IJTA.2021.122356
Puryanto, S., Hariyadi, A., & Shofwani, S. A. (2018).
Pemahaman (Learning To Know) Konflik Dan
Malfungsi Agen Sebagai Substansi Pendidikan
Konflik Dalam Kasus Konflik Pabrik Semen Di
Rembang Jawa Tengah. Jurnal Penelitian
Pendidikan, 10(1), 1427–1442.
Rahayu, C., Warlizasusi, J., Ifnaldi, I., & Khairiah, D.
(2022). Concept analysis of the independent
learning curriculum in the mass of covid 19 at
early childhood education institutions. Al-Athfaal:
Jurnal Ilmiah Pendidikan Anak Usia Dini, 5(1).
https://doi.org/10.24042/ajipaud.v5i1.11459
Ralph, R. (2016). Post secondary project-based learning
in science, technology, engineering and
mathematics. Journal of Technology and Science
Education,
6(1),
26–35.
https://doi.org/10.3926/jotse.155
Rosana, D. (2019). Development Model of Students’
Innert-Depend Strategies to Face Disruption Era
Through Best Practice Film of Android Based
Learning of Pancasila Character Value. Journal of
Physics:
Conference
Series,
1233(1).
https://doi.org/10.1088/17426596/1233/1/012098
Rosnelli. (2023). Independent Curriculum Learning
Management to Improve Students’ Literacy and
Numerical Competence in Schools. International
Journal of Education in Mathematics, Science and
Technology,
11(4),
946–963.
https://doi.org/10.46328/ijemst.3513

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
Seitova, S. (2018a). Studying mathematical subjects to
students as an independent work. Astra Salvensis,
6(1), 617–630.
Seitova, S. (2018b). Studying mathematical subjects to
students as an independent work. Astra Salvensis,
6(1), 617–630.
Septian, A. (2020). Mathematical representation ability
through geogebra-assisted project-based learning
models. Journal of Physics: Conference Series,
1657(1).
https://doi.org/10.1088/17426596/1657/1/012019
Sonia, C. R. (2023). Student Organization Website at
Bina Nusantara University As a Media To Build
Pancasila Values in Indonesia. E3S Web of
Conferences,
388.
https://doi.org/10.1051/e3sconf/20233880402
3
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.
Sugianto, R., Darmayanti, R., & Muhammad, I. (2023).
Teacher Competence in The Preparation of Test
and Non-Test Instruments. Journal of Teaching
and Learning Mathematics, 1(1), 25–32.
Suharsiwi, & Sari, N. (2023). Teacher And Student Book
Analysis Integrated Thematic Character of
Pancasila Student Profile in Grade I SD or MI
Theme I is Myself. Educatum: Jurnal Dunia
Pendidikan, 1(1), 39–51.
Sukriono, D. (2020). Using massive open online course
(MOOC) on pancasila education increasing
students’ score. International Journal of
Interactive Mobile Technologies, 14(12), 138–148.
https://doi.org/10.3991/IJIM.V14I12.15593
Sulfiah, S. K., Cholily, Y. M., & Subaidi, A. (2021).
Professional
competency:
Pre-service
mathematics teachers’ understanding toward
probability concept. JRAMathEdu (Journal of
Research and Advances in Mathematics Education)
6 (3 ….
Suprihatin, D., Hariyadi, A., & Misidawati, D. N. (2021).
IMPLEMENTASI
PENDEKATAN
SAINTIFIK
DALAM
MENINGKATKAN
KETERAMPILAN
MENULIS
KARYA
ILMIAH
TERHADAP
PEMBELAJARAN
INTERAKTIF
DAN
MENYENANGKAN. Tim Reviewer Bahasa, 1.
Sutia, C. (2019). Students’ response to project learning
with online guidance through google classroom on
biology projects. Journal of Physics: Conference
Series, 1157(2). https://doi.org/10.1088/17426596/1157/2/022084
Utaminingsih, S., Putri, J., Rondli, W. S., Fathurohman, I.,
& Hariyadi, A. (2023). Project P5: How is
assistance in implementing the independent
curriculum in elementary schools? Jurnal Inovasi
78

JIPDIMAS: Journal of Innovation and Development of Community Service Results | 73-79

Utaminingsih et al., ││ Project P5: How is assistance in implementing the independent curriculum in elementary...

Dan Pengembangan Hasil Pengabdian Masyarakat,
1(2).
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
Wijaya, W. A., & Darmayanti, R. (2023). Independent
Learning Curriculum: What is the teacher’s role in
facilitating effective learning? Assyfa International
Scientific Journal, 1(1).
Witono, P. H. (2021). Pancasila and Saving Lifestyle: A
Case Study in Bina Nusantara University Jakarta
Students. IOP Conference Series: Earth and
Environmental
Science,
747(1).
https://doi.org/10.1088/17551315/747/1/012009
Würfl, T. (2018). Deep Learning Computed
Tomography:
Learning
Projection-Domain
Weights From Image Domain in Limited Angle
Problems. IEEE Transactions on Medical Imaging,
37(6),
1454–1463.

https://doi.org/10.1109/TMI.2018.2833499
Yoder, J. R. (2018). Parental and Peer Attachment
Characteristics: Differentiating Between Youth
Sexual
and
Non-Sexual
Offenders
and
Associations With Sexual Offense Profiles. Journal
of Interpersonal Violence, 33(17), 2643–2663.
https://doi.org/10.1177/0886260516628805
Yupita, Y., Hariyadi, A., & Sarjono, S. (2021).
Implementasi Pembelajaran Pendidikan Pancasila
dan Kewarganegaraan Secara E-learning (Zoom
Could Meeting) Terhadap Dampak COVID-19.
Jurnal Educatio FKIP UNMA, 7(3), 901–908.
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

79
JIPDIMAS: Journal of Innovation and Development of Community Service Results | 73-79

Utaminingsih et al., ││ Project P5: How is assistance in implementing the independent curriculum in elementary...

80
JIPDIMAS: Journal of Innovation and Development of Community Service Results | 73-79