Keywords
morality toward others
countenance stake evaluation
instructional decoupling
administrative compliance
Dimensions
Altmetrics
How to Cite
Abstract
This study examines the implementation of the akhlak kepada manusia (morality toward others) character element within Indonesia's Pancasila Student Profile (P5) program across eight Sekolah Penggerak elementary schools in Yogyakarta City. A concurrent embedded mixed-methods design guided by Stake's Countenance model combined questionnaires across all eight schools with document analysis and interviews with principals, coordinators, and teachers at five purposively selected schools. The findings revealed at antecedents, strong collective cohesion (78.1%) paradoxically weakens teachers' instructional agency, evident in inadequate assessment-design documentation (40%); at transactions, teachers offset these deficits through improvisational pedagogy, producing an instructional decoupling between written plans and classroom practice; and at outcomes, a perfect compliance score (100%) reflects administrative performance rather than genuine instructional quality, even as students show measurable empathetic growth through local-wisdom-based experiential projects. This study reveals that institutional cohesion can undermine individual pedagogical agency. This paradox has not been documented in previous P5 evaluation research. Internalization of character depends on the teacher's ability to create authentic social learning opportunities through learning spaces that go beyond the application of a textual curriculum. Supervision policies need to be directed at direct observation of authentic learning practices, not just at auditing document completeness.
References
Arikunto, S., & Jabar, C. S. A. (2018). Evaluasi program pendidikan: Pedoman teoritis praktis bagi mahasiswa dan praktisi pendidikan (F. Yustianti, Ed.; 2nd ed.). Bumi Aksara.
Ayu, N. K., Astawan, I. G., & Paramita, M. V. A. (2024). Instrumen penilaian Profil Pelajar Pancasila aspek akhlak mulia dan kreativitas di sekolah dasar. EDUKATIF: Jurnal Ilmu Pendidikan, 6(3), 1866–1877. https://doi.org/10.31004/edukatif.v6i3.6567
Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2022). Dimensi, elemen, dan subelemen Profil Pelajar Pancasila pada Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Black, A., Lawson, H., & Norwich, B. (2019). Lesson planning for diversity. Journal of Research in Special Educational Needs, 19(2), 115–125. https://doi.org/10.1111/1471-3802.12433
Browes, N. (2021). Test-based accountability and perceived pressure in an autonomous education system: Does school performance affect teacher experience? Educational Assessment, Evaluation and Accountability, 33(3), 483–509. https://doi.org/10.1007/s11092-021-09365-9
Chand, S., Chaudhary, K., Prasad, A., & Chand, V. (2021). Perceived causes of students’ poor performance in mathematics: A case study at Ba and Tavua secondary schools. Frontiers in Applied Mathematics and Statistics, 7. https://doi.org/10.3389/fams.2021.614408
Cheung, W. J., Hall, A. K., Skutovich, A., Brzezina, S., Dalseg, T. R., Oswald, A., Cooke, L. J., Melle, E. Van, Hamstra, S. J., & Frank, J. R. (2022). Ready, set, go! Evaluating readiness to implement competency-based medical education. Medical Teacher, 44(8), 886–892. https://doi.org/10.1080/0142159X.2022.2041585
Collie, R. J. (2021). COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy. AERA Open, 7. https://doi.org/10.1177/2332858420986187
DeLuca, C., Danielle, L.-M., & Luhanga, U. (2016). Teacher assessment literacy: A review of international standards and measures. Educational Assessment, Evaluation and Accountability, 28(3), 251–272. https://doi.org/10.1007/s11092-015-9233-6
Drost, B. R., & Levine, A. C. (2023). An analysis of strategies for teaching and assessing standards-based assessment design to preservice teachers. Journal of Education, 203(3), 574–586. https://doi.org/10.1177/00220574211038711
Dyahningtyas, A. A. S., & Muthmainah, M. (2023). Proyek karnaval HUT Republik Indonesia sebagai penguatan Profil Pelajar Pancasila. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(2), 2024–2036. https://doi.org/10.31004/obsesi.v7i2.4075
Harjanti, R., Supriyati, Y., & Rahayu, W. (2019). Evaluation of learning programs at elementary school level of “Sekolah Alam Indonesia (SAI)”: Evaluative research using Stake’s Countenance Model. American Journal of Educational Research, 7(2), 125–132. https://doi.org/10.12691/education-7-2-2
Hasse, R., & Krücken, G. (2014). Decoupling and coupling in education. In B. Holzer, F. Kastner, & T. Werron (Eds.), From globalization to world society: Neo-institutional and systems-theoretical perspectives (1st ed., pp. 197–214). Routledge. https://doi.org/10.4324/9781315772967
Holloway, J., & Brass, J. (2018). Making accountable teachers: The terrors and pleasures of performativity. Journal of Education Policy, 33(3), 361–382. https://doi.org/10.1080/02680939.2017.1372636
Hudson, B., Hunter, D., & Peckham, S. (2019). Policy failure and the policy-implementation gap: Can policy support programs help? Policy Design and Practice, 2(1), 1–14. https://doi.org/10.1080/25741292.2018.1540378
Indah, F., & Muhson, A. (2025). The implementation of Pancasila student profile strengthening program in pioneer elementary schools. Journal of Education Research and Evaluation, 9(1), 106–118. https://doi.org/10.23887/jere.v9i1.87318
Jannah, M. (2018). Studi komparasi akhlak terhadap sesama manusia antara siswa fullday school dengan siswa boarding school di kelas XI SMA IT Abu Bakar Yogyakarta. Jurnal Pendidikan Agama Islam Al-Thariqah, 3(2), 1–15. https://doi.org/10.25299/althariqah.2018.vol3(2).2216
Kang, K.-A., Kim, S.-J., Kang, S., & Lee, J. (2024). Effects of a violence prevention education program using empathy (VPEP-E) on fifth-grade students in South Korea. The Journal of School Nursing, 40(4), 361–371. https://doi.org/10.1177/10598405221094282
Kolb, D. A., & Kolb, A. Y. (2018). Eight important things to know about the experiential learning cycle. Australian Educational Leader, 40(3), 8–14. https://www.acel.org.au/ACELWEB/Publications/AEL/2018/3/Lead_Article_1.aspx
Lickona, T. (1992). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Mahanani, P., Akbar, S., Kamaruddin, A. Y. B., & Hussin, Z. B. (2022). Educational analysis to develop character in Malaysia and Indonesia. International Journal of Instruction, 15(3), 377–392. https://doi.org/10.29333/iji.2022.15321a
Mak, P. (2019). Impact of professional development programme on teachers’ competencies in assessment. Journal of Education for Teaching, 45(4), 481–485. https://doi.org/10.1080/02607476.2019.1639266
Masruraini, M., Rasyid, M. N. A., & Mania, S. (2023). Evaluation of character education strengthening program through scouts extra in KKSC (Kisada Kids Scout Camp) activities using countenance evaluation at MIS Ushuluddin Singkawang. International Journal of Multi Discipline Science (IJMDS), 6(2), 156. https://doi.org/10.26737/ij-mds.v6i2.4700
Mockler, N., & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), 170–188. https://doi.org/10.1080/03054985.2020.1822794
Molyneux, T. M., Zeni, M., & Oberle, E. (2023). Choose your own adventure: Promoting social and emotional development through outdoor learning. Early Childhood Education Journal, 51(8), 1525–1539. https://doi.org/10.1007/s10643-022-01394-3
Mulyani, S., Nurmeta, I. K., & Maula, L. H. (2023). Analisis implementasi Profil Pelajar Pancasila di sekolah dasar. Jurnal Educatio FKIP UNMA, 9(4), 1638–1645. https://doi.org/10.31949/educatio.v9i4.5515
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231205789
Palade, T., & Pascal, E. (2023). Reducing bullying through empathy training: The effect of teacher’s passive presence. Behavioral Sciences, 13(3), 216. https://doi.org/10.3390/bs13030216
Purwati, E., & Sukirman, D. (2024). Evaluation of the implementation of the Merdeka Curriculum in internalizing serviam’s character values with The Countenance Stake Model. In Proceedings of the 7th International Conference on Learning Innovation and Quality Education (ICLIQE 2023) (pp. 48–58). https://doi.org/10.2991/978-2-38476-301-6_6
Rachman, A., Putro, H. Y. S., Rusandi, M. A., & Situmorang, D. D. B. (2024). The development and validation of the “Kuesioner Tema Proyek Penguatan Profil Pelajar Pancasila” (KT P5): A new tool for strengthening the Pancasila student profile in Indonesian pioneer schools. Heliyon, 10(16), e35912. https://doi.org/10.1016/j.heliyon.2024.e35912
Raihani, Kailani, N., Kartika, D., Supraptini, A., Maulana, T., Pratiwi, I., Utama, B., Hijriani, I., Purnama, J., & Azizah, S. N. (2024). Evaluasi proses dan konteks perubahan program sekolah penggerak: Potret transformasi pendidikan di tingkat sekolah dan daerah. Pusat Standar dan Kebijakan Pendidikan (PSKP). https://pskp.kemendikdasmen.go.id/analisis-kebijakan/detail/526
Rohana, E. (2019). Character education relation with spiritual intelligence in Islamic education perspective. International Journal of Nusantara Islam, 6(2), 165–174. https://doi.org/10.15575/ijni.v6i2.4803
Satria, M. R., Adiprima, P., Jeanindya, M., Anggraena, Y., Anitawati, Sekarwulan, K., & Harjatanaya, T. Y. (2024). Panduan pengembangan Projek Penguatan Profil Pelajar Pancasila (Revisi). Pusat Kurikulum dan Pembelajaran.
Slemp, G. R., Field, J. G., & Cho, A. S. H. (2020). A meta-analysis of autonomous and controlled forms of teacher motivation. Journal of Vocational Behavior, 121, 103459. https://doi.org/10.1016/j.jvb.2020.103459
Stake, R. E. (1967). The countenance of educational evaluation. Teachers College Record: The Voice of Scholarship in Education, 68(7), 1–15. https://doi.org/10.1177/016146816706800707
Sudirman, S. (2019). The 21st-century teacher: Teacher’s competence within the character education framework towards a cultural-oriented development and promoting tolerance. International Education Studies, 12(8), 21. https://doi.org/10.5539/ies.v12n8p21
The Jubilee Centre for Character & Virtues. (2022). The Jubilee Centre framework for character education in schools (3rd ed.). University of Birmingham.
Ulandari, S., & Rapita, D. D. (2023). Implementasi proyek penguatan profil pelajar Pancasila sebagai upaya menguatkan karakter peserta didik. Jurnal Moral Kemasyarakatan, 8(2), 116–132. https://doi.org/10.21067/jmk.v8i2.8309
Wang, L., Chen, Q., Peng, Z., Ye, C., & Zhou, X. (2023). Six-week grit training course reduces school bullying: A quasi-experimental study. Frontiers in Child and Adolescent Psychiatry, 1. https://doi.org/10.3389/frcha.2022.1045808
Zhang, Y., Larson, M., & Cook, C. R. (2025). A multi-site cluster randomized controlled trial evaluating the effect of CharacterStrong’s PurposeFull People elementary program on student outcomes. Canadian Journal of School Psychology, 40(2), 79–101. https://doi.org/10.1177/08295735251340750
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2026 Jurnal Penelitian Kebijakan Pendidikan