Implementation of Independent Learning Through the Role of the Driving Teacher for the Realization of the Pancasila Student Profile

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dc.creatorHerawati, Erna
dc.creatorFahyuni, Eni Fariyatul
dc.date2022-12-31
dc.date.accessioned2023-09-16T00:37:34Z
dc.date.available2023-09-16T00:37:34Z
dc.descriptionLearning knows no boundaries of space and time. The internal challenge is the decline in the morale of the Indonesian nation's children, which is reflected in lifestyle changes, including abuse of social media, online prostitution, bullying, drugs, and student brawls by students, which are still educational problems. Improvements in the world of education must be made by the Indonesian nation to neutralize the adverse effects of technological advances, namely the independent curriculum with the independent learning program, which gives freedom to teachers and students to determine how they learn, design fun, innovative learning, independent student learning, and foster creativity. And cultivate happiness. As the frontline in education, teachers must always be responsive and able to adapt because teachers are role models in educational transformation. Conversely, low teacher competence is still a problem in the world of education. To increase teacher competence, the teacher mobilization program aims to optimize teacher abilities and encourage student leadership, master technology, evaluate learning, and train 21st-century skills and character. This study used a literature review using the PRISMA 2020 diagram. The data for the 36 articles used in this study were obtained through lens.org, Google Scholar, and sinta. The data search uses previous research that is relevant to the keywords independent learning, driving teachers, and Pancasila student profiles from 2020 – 2022. From the results of the literature study, independent learning through the role of driving teachers can realize the profile of Pancasila studentsen-US
dc.formatapplication/pdf
dc.identifierhttps://cejsr.academicjournal.io/index.php/journal/article/view/1625
dc.identifier10.47494/mesb.2022.31.1625
dc.identifier.urihttps://dspace.umsida.ac.id/handle/123456789/35550
dc.languageeng
dc.publisherPublishing House Education and Science s.r.o.en-US
dc.relationhttps://cejsr.academicjournal.io/index.php/journal/article/view/1625/1539
dc.rightsCopyright (c) 2022 Erna Herawati, Eni Fariyatul Fahyunien-US
dc.rightshttps://creativecommons.org/licenses/by/4.0en-US
dc.sourceStředoevropský vědecký bulletin; Vol 31 (2022): December; 135-144cs-CZ
dc.sourceMiddle European Scientific Bulletin; Vol. 31 (2022): December; 135-144en-US
dc.source2694-9970
dc.source10.47494/mesb.2022.31
dc.subjectIndependent Learningen-US
dc.subjectDriving Teachers and Student Profiles of Pancasilaen-US
dc.titleImplementation of Independent Learning Through the Role of the Driving Teacher for the Realization of the Pancasila Student Profileen-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
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