Reflection and Innovation Approach in Technology-Supported Project-Based Learning for Strengthening the Pancasila Learner Profile among Secondary School Students
Keywords:
Reflection and Innovation approach; Technology-Supported Project-Based Learning; Pancasila Learner Profile; character education; secondary school studentsAbstract
Developing students who embody the Pancasila Learner Profile remains a central objective of Indonesia's Merdeka Curriculum, yet many schools struggle to translate these expected values into classroom practice. Meanwhile, smartphones are integral to adolescents' daily lives, though their potential to support character education remains underused. This study examined whether integrating a Reflection and Innovation approach into Technology-Supported Project-Based Learning could improve students' character development more effectively than conventional instruction. A quasi-experimental nonequivalent control-group pretest-posttest design was conducted with 384 Grade Eleven students (192 experimental, 192 control). Character development was assessed using a 60-item Pancasila Learner Profile Questionnaire with strong content validity (CVI = .89) and excellent internal consistency (Cronbach's ? = .93). After eight weeks, students exposed to the intervention outperformed the comparison group (M = 82.6 vs. 63.4; t(382) = 18.18, p < .001; Cohen's d = 1.86), with large effect sizes across all six dimensions (d = 1.37–1.53). The intervention also produced a substantially higher Normalised Gain (g = .65) than conventional learning (g = .27), while students reported very positive learning experiences (91.1% positive responses). These findings indicate that combining structured reflection, authentic project work, and technology-supported learning provides an effective pathway for strengthening multidimensional character development among secondary school students.
https://doi.org/10.26803/ijlter.25.8.43
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