Evaluation of the Implementation of the Pancasila Student Profile in Mathematics Instruction to Enhance the Creative Thinking Skills of Elementary School Students
DOI:
https://doi.org/10.58258/19nbzq32Abstract
This study aimed to evaluate the implementation of the Pancasila Student Profile in mathematics learning and to examine its contribution to the development of elementary school students' creative thinking skills. The study employed a qualitative evaluative approach using the Context, Input, Process, Product (CIPP) evaluation model. The participants consisted of 20 fifth-grade students at SDN Inpres Doridungga, with the classroom teacher and the principal serving as supporting informants. The research was conducted through four evaluation stages: context, input, process, and product. Data were collected through classroom observations, semi-structured interviews, and a mathematical creative thinking skills test, and were analyzed using the Miles and Huberman interactive data analysis model. The findings revealed that the implementation of the Pancasila Student Profile was generally well executed across the context, input, and process dimensions. However, several challenges remained, including teachers' limited understanding of the creative dimension, difficulties in designing open-ended mathematical tasks, and students' varying levels of learning independence. Product evaluation indicated that fluency achieved the highest score (94%), followed by originality (89%), elaboration (80%), flexibility (68%), and combination (60%). These findings suggest that the implementation of the Pancasila Student Profile positively contributes to enhancing students' mathematical creative thinking skills. Therefore, strengthening teachers' competencies in designing creativity-oriented learning activities and authentic assessment is essential to optimize and sustain the effective implementation of the Pancasila Student ProfileReferences
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