The Effect of Implementing the Project-Based Learning Model on Strengthening the Pancasila Student Profile in Civics Education at the Elementary School Level

I Gede Herri Yudiana Sucitra; Dewa Bagus Sanjaya; I Nengah Suastika

doi:10.63922/ijevss.v5i03.5228

I Gede Herri Yudiana Sucitra Universitas Pendidikan Ganesha, Indonesia
Dewa Bagus Sanjaya Universitas Pendidikan Ganesha, Indonesia
I Nengah Suastika Universitas Pendidikan Ganesha, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5228

Keywords: Project-Based Learning, Pancasila Student Profile, Civics Education, Elementary School, Character Education, Merdeka Curriculum

Abstract

This study aims to examine the effect of implementing the Project-Based Learning (PBL) model on strengthening the Pancasila Student Profile in Civics Education at the elementary school level. The research employed a quantitative approach using a quasi-experimental design involving an experimental group taught through Project-Based Learning and a control group taught using conventional instructional methods. Data were collected through observation, questionnaires, and learning outcome assessments designed to measure the six dimensions of the Pancasila Student Profile, namely faith and noble character, global diversity, mutual cooperation, independence, critical reasoning, and creativity. The collected data were analyzed using descriptive statistics and inferential statistical tests to determine the significance of differences between the two groups. The findings indicate that the implementation of Project-Based Learning has a significant positive effect on strengthening the Pancasila Student Profile. Students who participated in project-based learning demonstrated higher levels of critical thinking, collaboration, creativity, independence, civic responsibility, and active participation than those who experienced conventional learning. Furthermore, authentic project activities enabled students to integrate civic knowledge with real-life experiences, thereby fostering meaningful learning and character development simultaneously. These results suggest that Project-Based Learning is an effective instructional model for supporting the objectives of the Merdeka Curriculum by promoting holistic student development that integrates cognitive, affective, and psychomotor competencies. Therefore, the study recommends the broader implementation of Project-Based Learning in elementary Civics Education to strengthen students' character, civic competence, and readiness to become responsible citizens who embody the values of Pancasila in everyday life

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