Deep Learning Based on the Pancasila Student Profile and the Development of Gotong Royong Character among Grade III Elementary School Students
DOI:
https://doi.org/10.30605/cjpe.10.1.2027.9774Keywords:
Deep Learning, Pancasila Student Profil, Gotong Royong, Elementary Education, Character EducationAbstract
The urgency of this research is to strengthen the gotong royong (mutual cooperation) character of third-grade elementary school students through deep learning based on the Pancasila Student Profile. The development of gotong royong character is an important component of elementary education because students need opportunities to practice cooperation, care, responsibility, and contribution to collective activities. Preliminary observations at SD Negeri 1 Tebaban, East Lombok, West Nusa Tenggara, indicated that students’ participation in group activities, peer interaction, role distribution, and willingness to assist classmates were not yet optimal. This study aimed to analyze changes in students’ gotong royong character following the implementation of deep learning based on the Pancasila Student Profile. The study employed a quantitative approach with a One-Group Pretest–Posttest Design involving 24 Grade III students. The intervention was implemented over four sessions in August 2026 through contextual problem exploration, group discussions, collaborative work, problem solving, presentations, questioning, and reflection. Gotong royong character was measured using a questionnaire covering collaboration, care, and sharing. Of the 36 initial items, 22 were reported as valid, with a Cronbach’s alpha coefficient of .913. The mean score increased from 79.58 (SD = 10.994) on the pretest to 90.42 (SD = 5.823) on the posttest. A paired-samples t-test indicated a significant difference, t(23) = −6.543, p < .001, with a mean difference of −10.833 and a 95% confidence interval of [−14.259, −7.408]. The findings indicate an increase in students’ gotong royong scores following the intervention; however, this increase cannot be interpreted as definitive evidence of a causal effect because the study did not include a comparison group. Future studies should employ comparison groups, larger samples, stronger measurement procedures, and more rigorous documentation of intervention implementation.
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