IMPLEMENTASI PENGEMBANGAN PROFIL PELAJAR PANCASILA MELALUI PELAKSANAAN PROGRAM PENDIDIKAN KARAKTER DI SDN KRANJI I

Abstrak

Pendekatan Pembelajaran Mendalam (Deep Learning) menjadi salah satu kebijakan pembelajaran yang dikembangkan untuk menciptakan proses belajar yang bermakna, berkesadaran, dan menggembirakan sekaligus mendukung penguatan pendidikan karakter peserta didik. Namun, implementasi pendekatan tersebut pada jenjang sekolah dasar masih memerlukan kajian empiris, khususnya terkait kontribusinya terhadap pembentukan karakter peserta didik. Penelitian ini bertujuan untuk mendeskripsikan implementasi Pendekatan Pembelajaran Mendalam sebagai penguatan pendidikan karakter di SDN 1 Kranji, mengidentifikasi nilai-nilai karakter yang berkembang, serta menganalisis faktor pendukung dan penghambat pelaksanaannya. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian meliputi kepala sekolah, guru, peserta didik, dan dokumen sekolah. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, serta penarikan kesimpulan. Keabsahan data diperoleh melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa implementasi Pendekatan Pembelajaran Mendalam telah diterapkan melalui penyusunan modul ajar, penggunaan media pembelajaran kontekstual, diskusi kelompok, presentasi, refleksi, dan pembelajaran yang berpusat pada peserta didik. Implementasi tersebut berkontribusi terhadap penguatan karakter peserta didik, terutama pada aspek tanggung jawab, gotong royong, disiplin, komunikasi, kreativitas, bernalar kritis, integritas, dan kemandirian. Keberhasilan implementasi didukung oleh komitmen kepala sekolah, kreativitas guru, ketersediaan media pembelajaran, serta kolaborasi dengan perguruan tinggi, sedangkan kendala yang dihadapi meliputi perbedaan kemampuan peserta didik, keterbatasan waktu pembelajaran, beban administrasi guru, dan belum optimalnya pelaksanaan asesmen diagnostik serta pembelajaran berdiferensiasi. Dengan demikian, Pendekatan Pembelajaran Mendalam berpotensi menjadi strategi yang efektif dalam memperkuat pendidikan karakter di sekolah dasar melalui pengalaman belajar yang aktif, kontekstual, dan bermakna.

The Deep Learning approach is an educational strategy developed to foster a meaningful, conscious, and enjoyable learning process while simultaneously strengthening students' character education. However, the implementation of this approach at the primary school level still requires empirical study, particularly regarding its contribution to character development. This study aims to describe the implementation of the Deep Learning approach as a means to strengthen character education at SDN 1 Kranji, identify the character values fostered, and analyze the factors supporting and hindering its execution. The study employs a qualitative approach with a descriptive method. Research subjects include the school principal, teachers, students, and school documents. Data were collected through observation, interviews, and documentation, then analyzed using the interactive model developed by Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The results indicate that the Deep Learning approach has been implemented through the development of teaching modules, the use of contextual learning media, group discussions, presentations, reflection, and student-centered learning. This implementation contributes to strengthening students' character, particularly in aspects such as responsibility, mutual cooperation (*gotong royong*), discipline, communication, creativity, critical thinking, integrity, and independence. Successful implementation is supported by the principal's commitment, teacher creativity, the availability of learning media, and collaboration with higher education institutions; conversely, challenges include disparities in student abilities, limited instructional time, teachers' administrative workloads, and the suboptimal execution of diagnostic assessments and differentiated instruction. Thus, the Deep Learning approach holds the potential to be an effective strategy for strengthening character education in primary schools through active, contextual, and meaningful learning experiences.