Teacher Strategies in Implementing Meaningful Learning to Form Pancasila Student Profiles in Madrasah Ibtidaiyah
DOI:
https://doi.org/10.30736/atl.v10i1.2669Keywords:
Citizenship education learning, meaningful learning, teacher strategiesAbstract
This research seeks to outline the methods teachers use to apply the Pancasila Student Profile in Civic Education classes at Islamic Elementary Schools, using the Meaningful Learning approach. This study was carried out at Madrasah Ibtidaiyah (MI) NU Nurus Shofa, and it involved one teacher from the fourth grade along with a group of fourth-grade students as participants. The research employed a qualitative approach, using descriptive phenomenology to explore the experiences of both the teachers and students in integrating meaningful learning within the context of the Pancasila Student Profile. Data were gathered through comprehensive interviews, reflective learning, and documentation. Data analysis techniques were applied through the stages of data reduction, data presentation, and conclusion drawing. The results showed that teachers applied Ausubel's cognitive learning theory through four main principles, namely early organizers, progressive differentiation, superordinate learning, and integrative adjustment. This strategy made learning more contextual, active, and student-centered. Teachers also integrated the values of the Pancasila Student Profile through the REACT strategy (Connecting, Experiencing, Applying, Collaborating, Transferring) so that students were able to connect citizenship concepts with real experiences, develop critical thinking skills, and shape their characters according to Pancasila values. The findings of this study contribute a practical model for implementing the Pancasila Student Profile based on Meaningful Learning, which can serve as a reference for teachers in developing contextual character learning in madrasahs.
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