Analysis of P5 Activities as an Application of Differentiated Learning
in the Digital Era of Independent Curriculum at SMA Negeri 3
Sungai Penuh
Sari Mustika
1a
, Fitri Mulyana
1b
, Nurhizrah Gistituati
2c
and Alwen Bentri
2d
1
Doctoral Program in Education Sciences, PPS, Padang State University, Padang, Indonesia
2
Lecturer in Education Administration, FIP, Padang State University, Padang, Indonesia
Keywords: P5 Activities, Differentiated Learning, Independent Curriculum, Digital Era.
Abstract: This study aims to analyse P5 activities based on several indicators as an application of differentiated learning
in digital era of Merdeka Curriculum at SMA Negeri 3 Sungai Penuh. This research uses a qualitative
approach with descriptive research. The research subjects were 6 resource persons consisting of the vice
principal for curriculum, the facilitator teacher of P5 activities and four students as actors of P5 activities who
were taken using purposive sampling technique. The research data comes from observations and interviews
which are then analysed using the Miles and Huberman model, this data is called primary data. The objectives
of this study are 1) To analyse P5 activities that have been implemented at SMA Negeri 3 Sungai Penuh 2)
To analyse the application of differentiated learning in SMA Negeri 3 Sungai Penuh 3) To analyse the impact
of P5 activities as a form of differentiated learning on the digital era of Merdeka Curriculum that conducted
as a form of differentiated learning on the Merdeka curriculum has a positive impact on the development of
students.
1 INTRODUCTION
The implementation of the independent curriculum is
expected to be able to achieve the objectives of
competence and be able to deliver students to
overcome the challenges of the times in the current
digital era. As technology, is part of science that
always experiences unlimited development and
affect all fields. This can be seen in all areas of
human needs, such as clothing, food, and even
administration which of course can be fulfilled or
conducted by technology. So with the development
of technology that brings new innovations, this is a
form of the result that society has entered the digital
era. The digital era is an era where technological
developments in the form of digital systems have
facilitated all aspects of human life (Ma'rufah, 2022).
The form of the aspect of life that is bound from
digitalization is education. This can be seen in the
a
https://orcid.org/0009-0006-9534-1992
b
https://orcid.org/0009-0009-5760-2129
c
https://orcid.org/0000-0003-0454-7612
d
https://orcid.org/0000-0002-8358-3867
application of learning systems in the digital era that
all use technology, such as administration,
curriculum, methods, and learning media (Ma'rufah,
2022).
In order for the education system to achieve
quality in today's digital era, there are changes in the
curriculum from time to time to equalize with the
demands of the times, as we know that the curriculum
in Indonesia has changed many times. Changes in
this curriculum are inevitable. Recently, Indonesia is
undergoing a curriculum change called the
independent curriculum, although it has not changed
from all levels in the education unit. This curriculum
change is also motivated by the COVID-19
pandemic, as we know when the pandemic is
threatening, learning is also conducted online, so the
government prioritizes the recovery of the education
situation in various ways, so that learning is still
implemented. The form of effort made by the
government is to create a new learning paradigm.
Mustika, S., Mulyana, F., Gistituati, N. and Bentri, A.
Analysis of P5 Activities as an Application of Differentiated Learning in the Digital Era of Independent Curriculum at SMA Negeri 3 Sungai Penuh.
DOI: 10.5220/0012200100003738
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 303-309
ISBN: 978-989-758-669-9; ISSN: 2975-9676
Proceedings Copyright © 2024 by SCITEPRESS Science and Technology Publications, Lda.
303
The transformation of education through this new
paradigm is expected to transform the quality of
education in Indonesia to achieve better educational
goals. Minister of Education and Culture Nadiem
Makarim said that changes in education reform
policies in Indonesia cannot occur without changes
from schools. One of these important changes is the
emergence of independent curriculum. Adhering to
the concept of independent learning, the independent
curriculum encourages learning according to the
interests, learning styles, and abilities of students,
and provides wider space for the development of
students' character and basic skills (Saputra et al.,
2022).
The independent curriculum, which has begun to
be introduced to education units with gradual
implementation, also emphasizes the development of
the Pancasila learning profile known as P5 and is
based on competencies that are not limited to content
(Kholidah et al., 2022). The distinctive feature of
Merdeka curriculum is designing a project to
strengthen the character of students, so that they are
able to achieve the highest happiness in getting
learning.
According to the guidelines for the development
of the Pancasila Student Profile Strengthening
Project prepared by the Education Standards,
Curriculum and Assessment Agency (2022), the
Pancasila Student Profile aims to answer the big
question for students, namely what kind of profile
(competence) the Indonesian education system wants
to produce. In connection with that, the Pancasila
Student Profile has a competency design that
complements the focus on cultivating character in
accordance with the values of Pancasila to achieve
the competency standards of graduates at all levels of
the Education unit. At SMA N 3 Sungai Penuh school
has implemented independent curriculum in class X,
class XI and XII still apply the 2013 national
curriculum, class X in independent curriculum is
called phase E.
P5 activities are a form of opportunity given to
students to gain knowledge as a process of character
building, learning opportunities from the
environment and creating responsible learners. In
this P5 activity, learners have the opportunity to
explore important issues or topics such as climate
change, counter radicalism, mental health, culture,
entrepreneurship, technology and democratic life so
that learners can take concrete actions to answer
these issues according to their level and learning
needs. P5 is expected to inspire learners to contribute
to the surrounding environment (Education
Standards, Curriculum and Assessment Agency,
2022).
In P5 activities, students are given freedom so
that they can determine the interests and talents that
already exist in the students themselves, through the
projects they develop, this is also a form of
developing their potential by the students
themselves, as for the form of teacher involvement,
namely as a facilitator, the teacher only guides
students and does not demand students.
P5 activities can be called the application of
differentiated learning because in these P5 activities
learners can develop their skills to increase learners'
interest. P5 activities also improve learners'
performance when they discuss outstanding projects
with their peers. The purpose of P5 is to develop
learners' skills to create projects that are related to the
Pancasila Student Profile (Saraswati et al., 2022).
Differentiated learning is learning that
accommodates students' learning needs. Teachers
facilitate students according to their needs, because
each student has different characteristics, so they
cannot be given the same treatment. This can be seen
from the learning styles possessed by students, as
educators or teachers should not ignore the
characteristics of students in the classroom, then
collaborate and coordinate each of these differences
by using the right strategy (Sutaga, 2022). The theme
applied by SMA N 3 Sungai Penuh is a sustainable
lifestyle "carbon footprint, our footprint on earth". As
here students are given freedom in making projects
with the theme of carbon footprints, students are
given freedom in expressing or creativity that they
do.
The freedom given to students in making projects
with predetermined themes is a form of
implementing differentiated learning in Merdeka
curriculum, namely the implementation of P5
conducted by schools because P5 activities can
provide more meaningful experiences and learning
processes to students and differentiated learning is
learning that gives freedom to students to increase
their potential according to their willingness,
interests and learning profiles. Differentiated
learning does not only focus on the product, but also
on the process and content of learning so that it is in
line with P5 activities that allow learners to be able
to explore their knowledge independently. Through
the implementation of differentiated learning,
teachers can also conduct learning in accordance
with the needs of the curriculum and are considered
as teachers who can develop their abilities to fulfill
their duties professionally. (Sutaga, 2022).
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Based on this description, the purpose of this
research is to find out how P5 activities have been
implemented by schools as a form of differentiated
learning in Merdeka curriculum of the current digital
era and how it impacts students at SMA N 3 Sungai
Penuh.
2 METHODS
This research uses a qualitative approach with a
qualitative descriptive research type. The description
of the analysis of P5 activities as an application of
differentiated learning in the independent curriculum
of the digital era is explained based on the results of
data collection in the field, precisely at SMA Negeri
3 Sungai Penuh using interview and observation
techniques. The subjects of this research consisted of
the vice principal for curriculum, the P5 activity
facilitator teacher and students who conduct P5
activities. The research subjects were taken using
Purposive Sampling technique by considering the
relationship between the research objectives and the
research subjects. The data sources used in this study
are the results of interviews with research subjects
and supporting data sources in the form of articles
and journals. The data analysis technique used is the
Milles and Huberman model in (Rijali, 2018) which
describes the analysis process starting from data
collection, data reduction, data presentation, and
conclusion drawing or verification.
3 RESULTS AND DISCUSSION
SMA Negeri 3 Sungai Penuh is located in Sri Menati
Village, Koto Baru District, Sungai Penuh City, is a
school that has implemented a Merdeka curriculum in
class X, and at SMA N 3 there are currently 6 teachers
who are taking part in the Education of activist
teachers. The independent curriculum is a form of
change made to the curriculum that gives students
freedom in learning to develop the potential they have.
This research is conducted on the analysis of the
Pancasila Student Profile Strengthening Project or P5
activities starting from the preparation of the school
ecosystem to implement activities, design and
manage the implementation of activities, as well as
process assessments, project reports, evaluations and
follow-up plans for P5 activities at SMA Negeri 3
Sungai Penuh. In addition, this research is also related
to the application of differentiated learning in
Merdeka curriculum of the digital era by facilitator
teachers to students who conduct P5 activities. This
activity starts from the teacher's understanding of
student’s development, identifying ways of learning
and student interests and the right strategy for
grouping students according to the student profile, as
well as the impact of P5 activities as an application of
differentiated learning in the digital era of
independent curriculum.
The interviewees in this study were: Head of
school, deputy curricular, and 6 teachers who teach in
class X and 3 class X students.
3.1 Project Activities Strengthening the
Profile of Pancasila Students (P5)
Based on the results of interviews that the researchers
have conducted with the deputy principal for
curriculum, activity facilitator teachers and students,
it is found that the readiness of the school ecosystem
in conducting P5 activities is quite ready because
SMA Negeri 3 Sungai Penuh has implemented
learning using the Merdeka Curriculum and SMA
Negeri 3 Sungai Penuh is included in the category of
Independent Changing IKM schools which in terms
of digitalization have utilized the independent
teaching platform provided by the ministry. The
beginning of the implementation of Merdeka
Curriculum at SMA Negeri 3 Sungai Penuh was due
to the policy of the Jambi Provincial Government
through the Education Office which suggested the
implementation of Merdeka curriculum in schools
assisted by the Education Office on the grounds that
if in 2024 the Merdeka curriculum was required to be
implemented as a whole, then SMA Negeri 3 Sungai
Penuh would have no difficulty implementing it.
P5 activities in its implementation require proper
planning, systems, project design and management.
SMA Negeri 3 Sungai Penuh is good enough in
preparing the P5 activity plan so that activities can
run smoothly. This cannot be separated from the
existence of a system that supports the
implementation of school-owned project-based
learning for the implementation of independent
curriculum for the digital era through the P5 project.
The support system consists of the school curriculum
team, project coordinator team and facilitator team
who work together to realize Merdeka Learning at
SMA Negeri 3 Sungai Penuh. Based on the results of
the interview, the planning stage of the P5 project at
SMA Negeri 3 Sungai Penuh starts from the
workshop first, namely in the form of a teacher
council meeting with the academic field, especially
the curriculum section. At the meeting, the
independent curriculum and P5 activities were
Analysis of P5 Activities as an Application of Differentiated Learning in the Digital Era of Independent Curriculum at SMA Negeri 3
Sungai Penuh
305
introduced to teachers at SMA Negeri 3 Sungai
Penuh starting from what P5 is in independent
curriculum, what it looks like and how to implement
it. After the introductory stage, then continued with
the workshop for making the teaching module.
Teaching modules for P5 at SMA Negeri 3 Sungai
Penuh were made by several groups of teachers. The
teaching modules are compiled by adapting from
examples of modules belonging to the ministry that
have been provided on the independent teaching
platform. Thus, teachers are also required to keep up
with the times which are currently all things digital
by utilizing the teaching platform. After the
workshop on the teaching module, a meeting was
held again to determine what theme would be used in
the first semester for P5 activities for class X in the
2022/2023 school year. SMA Negeri 3 Sungai Penuh
has implemented two themes from a total of seven
general themes provided by the Ministry of
Education, Culture, Research and Technology. The
two themes that have been implemented are the
Sustainable Lifestyle theme and the Local Wisdom
theme. These two themes are further divided into
several sub-themes and later students will choose one
sub-theme each that they are interested in to conduct
their projects. Based on the results of the interview It
can be concluded that for P5 activities, the
implementation planning at SMA Negeri 3 Sungai
Penuh is very good and conceptualized so that when
the activity is implemented, it will run in accordance
with the planning.
After planning, the next stage is the
implementation and management of P5 activities.
SMA Negeri 3 Sungai Penuh has implemented P5
activities for one semester. The implementation of P5
activities has gone very well as evidenced by the
success of the exhibition event held by students to
display the results of the projects they have made at
the end of learning in the first semester. The
implementation of P5 activities begins with
determining the implementation pattern, the
implementation pattern at SMA Negeri 3 Sungai
Penuh uses a weekly block, to be precise, every
Thursday and Saturday full schedule for P5 class X
activities. Facilitator teachers will enter each class
they teach and the first time they enter the class,
students are presented with the main theme chosen
by the school to conduct their project then students
are asked to choose the sub-theme they are most
interested in and they are free to choose what sub-
theme to take for their project, after that the facilitator
teacher will group those who choose the same sub-
theme and make them one group for this P5 activity.
If in one class there is one sub-theme chosen by
only one student, then the student will be combined
with a friend in another class who also chooses the
same theme. After determining the chosen sub-theme
and group division, students are free to find more
information related to the sub-theme they choose and
then they plan what to do when this project is
conducted. Learners can use any media to find
information, it can be through books or using
digitalization technology by utilizing the internet. In
this process students will learn how the Pancasila
Student Profile is implemented. In the process,
students need to go to the field to learn directly the
theory or description that they have learned in the
classroom before, this is where the importance of
partner involvement from outside the school. The
involvement of partners for the development of the
P5 project is also very helpful for the implementation
of P5 activities because with partners from outside
the school environment, students will gain more
experience and learning from those who are
competent in their fields. Students will also learn a
lot about the sub-themes they choose themselves. For
example, at SMA Negeri 3 Sungai Penuh on the
theme of Local Wisdom, groups of learners who take
the sub-theme of local crafts can choose what crafts
they want to master and understand more deeply, for
example woven pandanus which is a processed local
product from Sungai Penuh. Then they will start
looking for information about pandanus weaving and
start planning the project they want to do. The group
of students can ask the facilitator teacher for
permission to take them to one of the partners in the
form of a pandanus weaving craft center to see
firsthand how it is made so that they can learn it. It
can be concluded that the implementation of this P5
activity is based on the wishes and interests of the
students who conduct, no interference from the
school or the facilitator teacher because the school
only facilitates and gives permission for its
implementation so that the activities conducted also
become fun for students.
Furthermore, students will be asked to report the
results of the P5 activities that they have conducted
for three months for one project theme. The P5
activity report can be in the form of a paper on what
results they get while conducting the project or in the
form of an exhibition held to display the work they
made during the implementation of P5 activities.
Based on the results of interviews and observations,
projects made by students at SMA Negeri 3 Sungai
Penuh are then displayed in the form of exhibitions
for the second theme, namely local wisdom from each
sub-theme chosen by students such as the arts,
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students perform traditional dances, sing folk songs,
madihin and so on. Then for local crafts, students
display the results of the crafts they make or they get
from P5 activities such as hats, bags, cloths, tissue
holders and other crafts. For the traditional dance sub-
theme, learners performed traditional dances such as
mai bugae dance, rangguk dance and yo yo dance.
Furthermore, there are regional specialties that make
lemang, chili suhin, geladi curry, jackfruit curry, and
many regional specialties that they cook themselves
and display at the exhibition. Then for those who took
the sub-theme of tourist attractions, they introduced
the tours in the Sungai Penuh area and reported what
the obstacles were at the tourist attractions. The
results of this exhibition were then given an
assessment by the facilitating teacher and included in
the project report card.
Furthermore, assessment and evaluation as well
as follow-up plans for P5 activities. In the
implementation of P5 activities at SMA Negeri 3
Sungai Penuh, there are several obstacles during the
process, starting from the difficulty of organizing
students so that they can remain active in running P5
activities, another obstacle is related to P5 activity
funds which are still using students' personal funds
when they want to visit project partners from the
theme taken.
Furthermore, the main obstacle during the project
implementation process is the habituation that must
be conducted by educators and students because this
P5 activity is new and needs habituation from the
school to be implemented properly. Sometimes,
during the activity, educators should supervise and
guide all day on the project day but it does not go
well because there is certainly a sense of boredom
when all day must supervise students whose behavior
and attitudes are difficult to understand as well as
students, they will get bored if they have to work on
the project for one day, therefore the school makes a
strategy so that educators and students are not
focused on the project being conducted alone. The
school held scouting activities for students to
increase the strengthening of the Pancasila Student
Profile. The assessment or assessment conducted in
this P5 activity is conducted
Assessment by the facilitator teacher in the form
of a special assessment for each student who
conducts P5 activities is not only an assessment of
the work, but each individual child is assessed for
their attitude and behavior. The assessment is
conducted every time the facilitator teacher enters the
class for the implementation of P5 activities. The
facilitator teacher must remember each student
because each child has its own assessment, such as
craftsmanship, participation in cooperation,
discussion and expressing opinions, attitude and
behavior, all of which are assessed and will later be
included in the Merdeka curriculum report card. In
addition, assessment and evaluation are also
conducted from the results of the exhibition work that
has been implemented by class X students at SMA
Negeri 3 Sungai Penuh. Not only from teachers who
assess students' work, but guests who come to see the
exhibition can also provide an assessment of their
work.
Based on the results of interviews with the Vice
Principal for Academic Affairs and the Facilitator
Teacher, the follow-up plan after the implementation
of P5 activities at SMA Negeri 3 Sungai Penuh for
one semester is criticism and input from teachers and
guests who come during exhibition activities at SMA
Negeri 3 Sungai Penuh will be followed up by the
school so that the implementation of P5 activities will
be even better in the future, especially in activities
that will be held in the second semester with the
theme of entrepreneurship. In addition, it is hoped
that this activity can continue to run well and get
better and the school tries to be even more prepared
in the implementation of this P5 activity and the next
plan is not only in the form of an exhibition of works
that are held, the school must hold even bigger
activities and invite more guests, be it partners
outside the school or other guests.
So it can be concluded, the activities of the
Pancasila Student Profile Strengthening Project at
SMA Negeri 3 Sungai Penuh starting from activity
planning, implementation and management of
activities as well as assessment, evaluation and
follow-up plans for further activities run very well
and are structured.
3.2 Implementation of Differentiated
Learning in the Digital Era
Merdeka Curriculum
Based on the results of interviews that have been
conducted by researchers with one of the facilitator
teachers and students, the results found that
differentiated learning is one of the learning that
emphasizes action and real projects conducted by
students who have different abilities and brain
capacity but each student is able to do it.
Understanding the stage of learning development
of students needs to be done by every educator
because by understanding how their learning
development is, the teacher can determine the next
step for each student. If there is a student whose
learning development stage is slow, then the teacher
Analysis of P5 Activities as an Application of Differentiated Learning in the Digital Era of Independent Curriculum at SMA Negeri 3
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307
as an educator must be able to find ways to make the
student still able to follow the learning even though
the development is slow.
Identifying learners' learning preferences and
interests also needs to be done because knowing how
students preferred learning will help teachers in
making learning methods that are fun and it will also
be easier for students to receive learning materials.
Based on the results of interviews with several
students at SMA Negeri 3 Sungai Penuh, they tend to
prefer learning that uses problem-based learning and
project-based learning methods because students
understand learning better if given real examples
through life problems that occur. In addition, with
project-based learning, students are also more able to
explore the learning themselves.
Grouping strategies based on student profiles also
need to be understood by the teacher as an educator.
This is because each student must have differences
based on their profile, therefore grouping is
necessary so that the learning activity program can be
implemented properly by the educator. Based on the
results of interviews with the facilitator teacher of P5
activities, it was found that the method used by
educators to group students is by adjusting the
interests and learning styles of students. For P5
activities themselves, students are free to choose
what themes they are interested in and they like to do
their projects. It can be concluded that differentiated
learning has been well implemented at SMA Negeri
3 Sungai Penuh through the implementation of P5
activities and the use of learning methods that adjust
the interests and learning development of students
and the implementation of learning in favor of
students.
3.3 The Impact of P5 Activities as a
Form of Differentiated Learning in
the Digital Era of Independent
Curriculum
Based on the results of interviews with the deputy
principal for academic affairs, facilitator teachers and
students, it was found that the impact of P5 activities
on student learning was first regarding the attitudes
and behavior of students who became more aware of
the cleanliness of their environment, although
measuring attitudes cannot be done just from looking
at one or two months, it is hoped that attitudes and
behaviors like this can be sustainable. Compared to
before the implementation of P5 activities with the
theme of sustainable lifestyles, students were not so
concerned with the surrounding environment.In
addition, when implementing P5 activities with the
theme of local wisdom, the impact is that students are
more familiar with the culture of their region. As a
form of differentiated learning, the most felt impact
is that students learn to be more independent and how
far they can make their own decisions. In addition,
from the perception of the students themselves, they
felt that with this P5 activity, they became more
confident, independent and creative in making a
work that could be displayed at the exhibition at
SMA Negeri 3 Sungai Penuh. It can be concluded
that the P5 activities implemented at SMA Negeri 3
Sungai Penuh have a positive impact and get good
results.
The findings of observations and interviews on
the impact that occurred after the implementation of
P5 activities as a form of differentiated learning were
positive because students could follow each learning
activity well and the implementation of P5 activities
was welcomed by students. This is supported by
(Wahyuningsari et al., 2022) that the application of
differentiated learning has an impact on each learner
who has a variety of unique characteristics feels
welcomed and valued, teachers as educators teach for
the development and success of students, students
also feel their learning needs are met and facilitated,
and differentiated learning through P5 activities can
be said to be a real form of justice in the treatment of
learning because students get the same learning
opportunities without being differentiated, besides
that there will be collaboration between students and
educators.
4 CONCLUSIONS
Based on the results of the research and discussion, it
can be concluded that the P5 activities that have been
implemented are one of the applications of
differentiated learning in independent curriculum. P5
activities aim to improve students' skills and
knowledge by producing a project whose theme is
related to the Pancasila Student Profile. P5 activities
in this study starting from planning activities,
implementing and managing activities as well as
assessing, evaluating and follow-up plans for further
activities run very well and are structured.
Differentiated learning is one way or strategy that
educators can use to meet the needs of each learner.
Differentiated learning is a learning process for
students to learn material according to their abilities,
students' interests, and their individual needs so that
students during the learning process do not feel failed
or frustrated. Differentiated learning can be
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implemented with the support of current digital
technology that makes it easier for teachers as
educators to design and plan interesting learning for
students. Based on the results of the research
conducted, differentiated learning has been
implemented well. Based on the data that has been
obtained, it can be concluded that differentiated
learning has a positive impact on the P5 activities
implemented because the activities are welcomed by
students with not many obstacles that occur. P5
activities also run very smoothly starting from the
planning, implementation, assessment and
evaluation stages as well as follow-up plans for the
next P5 activities. Suggestions for schools to
continue to innovate and continue to implement
activities that are able to develop the potential of
students according to their interests and talents and
be able to implement them well so as to create
students with the Pancasila Student Profile. In
addition, it is hoped that the school will implement
digitialized-based learning so that the
implementation of learning becomes more effective
for educators and students.
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