http://www.ejournal.iwi.or.id/ojs/index.php/iwi/issue/feed 2026-09-01T10:30:09+07:00 Dr. Ir. Sugiarto Sumas, MT jurnalapwi@gmail.com Open Journal Systems <p>Jurnal Widyaiswara Indonesia</p> http://www.ejournal.iwi.or.id/ojs/index.php/iwi/article/view/394 2026-09-01T10:30:09+07:00 ENY USMAWATI eny.usmawati@upi.edu

<table> <tbody> <tr> <td> <table> <tbody> <tr> <td> <p>Penelitian ini bertujuan untuk menganalisis implementasi Program Pelatihan Kesadaran Multikultural dalam penguatan Profil Pelajar Pancasila serta mengkaji peran strategis widyaiswara dalam proses tersebut. Penelitian menggunakan pendekatan <em>mixed methods</em> dengan desain <em>embedded</em>, dengan data kualitatif sebagai data utama dan data kuantitatif sebagai data pendukung. Subjek penelitian meliputi guru, siswa, dan widyaiswara yang terlibat dalam program pelatihan. Data dikumpulkan melalui pre-test dan post-test, observasi pelaksanaan pelatihan dan pembelajaran, wawancara mendalam, serta dokumentasi perangkat pembelajaran dan Projek Penguatan Profil Pelajar Pancasila (P5). Data kuantitatif dianalisis menggunakan statistik deskriptif untuk melihat perubahan pemahaman peserta sebelum dan sesudah pelatihan, sedangkan data kualitatif dianalisis melalui reduksi data, pengkodean, kategorisasi tema, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan adanya peningkatan pemahaman peserta mengenai keterkaitan kesadaran multikultural dengan nilai Profil Pelajar Pancasila setelah pelatihan. Secara kualitatif, terjadi pergeseran pemahaman guru dari pendekatan tekstual dalam pengajaran nilai Pancasila menuju pendekatan yang lebih reflektif, kontekstual, dan berbasis praktik keberagaman. Guru mulai mengintegrasikan keberagaman budaya dalam pembelajaran, merancang proyek P5 berbasis keberagaman, serta menginisiasi aktivitas yang mendukung budaya sekolah inklusif. Pada siswa, perubahan terlihat dalam peningkatan keterbukaan terhadap perspektif berbeda, kemampuan bekerja sama lintas kelompok, dan kecenderungan menyelesaikan perbedaan melalui dialog. Widyaiswara berperan sebagai fasilitator integrasi nilai, pengembang kompetensi profesional guru, mediator transformasi praktik pembelajaran, dan penguat budaya sekolah inklusif. Penelitian ini menyimpulkan bahwa pelatihan kesadaran multikultural yang reflektif, kontekstual, dan berbasis praktik berpotensi memperkuat Profil Pelajar Pancasila melalui transformasi kompetensi guru dan budaya pembelajaran di sekolah.</p> <p><em>&nbsp;</em></p> <p><em>This study aims to analyze the implementation of a Multicultural Awareness Training Program in strengthening the Pancasila Student Profile and to examine the strategic role of widyaiswara in this process. The study employed a mixed-methods approach using an embedded design, with qualitative data serving as the primary source and quantitative data as supporting evidence. The research participants included teachers, students, and widyaiswara involved in the training program. Data were collected through pre-tests and post-tests, observations of training and classroom activities, in-depth interviews, and documentation of learning materials and the Project for Strengthening the Pancasila Student Profile (P5). Quantitative data were analyzed using descriptive statistics to identify changes in participants’ understanding before and after the training, while qualitative data were analyzed through data reduction, coding, thematic categorization, data display, and conclusion drawing, supported by source and methodological triangulation. The findings indicate an improvement in participants’ understanding of the relationship between multicultural awareness and the dimensions of the Pancasila Student Profile following the training. Qualitative findings further reveal a shift among teachers from a predominantly textual approach to teaching Pancasila values toward a more reflective, contextual, and practice-oriented approach to diversity. Teachers began integrating cultural diversity into classroom learning, designing diversity-based P5 projects, and initiating activities that promoted an inclusive school culture. Among students, changes were reflected in greater openness to different perspectives, improved collaboration across groups, and a stronger tendency to address differences through dialogue. Widyaiswara played strategic roles as facilitators of value integration, developers of teachers’ professional competencies, mediators of pedagogical transformation, and promoters of an inclusive school culture. The study concludes that reflective, contextual, and practice-based multicultural awareness training has the potential to strengthen the Pancasila Student Profile through the transformation of teachers’ competencies and learning culture in schools.</em></p> </td> </tr> </tbody> </table> </td> </tr> </tbody> </table>

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