Article RETRACTED due to manipulation by the authors and citationsthe Pancasila student profile for indonesian citizens through physical education at school
Article RETRACTED due to manipulation by the authors and citations
DOI:
https://doi.org/10.47197/retos.v61.109706Keywords:
Strengthening, Pancasila Student Profile, Citizen, Indonesia, PE, SchoolAbstract
This study aimed to investigate whether Physical Education (PE) in schools can strengthen the character of the Pancasila student profile of Indonesian citizens. In addition, it tried to find out the roles, strategies, gaps, and challenges encountered to achieve the objectives. Using a systematic literature review, this study collected data from articles searched through Google Scholar. The search focused on those published in Scopus-indexed journals between 2019 and 2024. During the search, inclusion and exclusion criteria were applied. The keywords used were; "Character Building And Students And Pancasila And Through And Physical Education And School". The initial search generated 5.790 articles. These articles were then screened again in several stages, and 16 articles that fit the theme and met the inclusion requirements were yielded. During the article selection, this study followed the PRISMA guidelines. The findings of this study confirmed that the integration of Pancasila values in PE at school plays a strategic role in creating student character that is in line with the state ideology of Indonesia. PE not only improves physical abilities but also becomes an effective means to internalize social values such as gotong royong (community cooperation), tolerance, honesty, and integrity, which are the core of Pancasila. Nonetheless, this study found a significant gap between Pancasila-based character education policy and practice on the ground. This gap was mainly due to teachers' lack of preparedness, limited professional training, and resource disparities. These challenges were compounded by academic pressures that reduce the focus on character development, as well as social norms that inhibit inclusivity, such as discrimination against students with disabilities. Addressing these challenges requires a holistic approach that includes the development of a more integrative curriculum, improved training and professional development for teachers, and the use of innovative and inclusive teaching methods. The implications of these findings highlight the importance of collaboration between government, schools and communities to create supportive learning environments, as well as greater investment in PE infrastructure.
This study aimed to investigate whether Physical Education (PE) in schools can strengthen the character of the Pancasila student profile of Indonesian citizens. In addition, it tried to find out the roles, strategies, gaps, and challenges encountered to achieve the objectives. Using a systematic literature review, this study collected data from articles searched through Google Scholar. The search focused on those published in Scopus-indexed journals between 2019 and 2024. During the search, inclusion and exclusion criteria were applied. The keywords used were; "Character Building And Students And Pancasila And Through And Physical Education And School". The initial search generated 5.790 articles. These articles were then screened again in several stages, and 16 articles that fit the theme and met the inclusion requirements were yielded. During the article selection, this study followed the PRISMA guidelines. The findings of this study confirmed that the integration of Pancasila values in PE at school plays a strategic role in creating student character that is in line with the state ideology of Indonesia. PE not only improves physical abilities but also becomes an effective means to internalize social values such as gotong royong (community cooperation), tolerance, honesty, and integrity, which are the core of Pancasila. Nonetheless, this study found a significant gap between Pancasila-based character education policy and practice on the ground. This gap was mainly due to teachers' lack of preparedness, limited professional training, and resource disparities. These challenges were compounded by academic pressures that reduce the focus on character development, as well as social norms that inhibit inclusivity, such as discrimination against students with disabilities. Addressing these challenges requires a holistic approach that includes the development of a more integrative curriculum, improved training and professional development for teachers, and the use of innovative and inclusive teaching methods. The implications of these findings highlight the importance of collaboration between government, schools and communities to create supportive learning environments, as well as greater investment in PE infrastructure.
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