Strengthening graduate profile dimensions through local wisdom-based experiential learning in elementary science and social studies
DOI:
https://doi.org/10.12928/jprotect.v4i1.2176Keywords:
Experiential learning, Local wisdom, Character education, Graduate Profile Dimensions, Deep learning approachAbstract
Character formation among elementary school students faces increasing pressure from digital distractions, value erosion, and the demands of twenty-first-century competencies. Graduate Profile Dimensions (GPD) is the central character outcome across all subjects. Empirical evidence on culturally grounded interventions that strengthen these dimensions, however, remains limited. This study examined the effectiveness of an experiential learning model, grounded in the local wisdom of Giriwoyo, in strengthening four GPD dimensions during natural and social science instruction. The study employed a pre-experimental one-group pretest-posttest design with 17 fifth-grade students in a rural elementary school, selected through purposive sampling. A validated 31-item instrument measured four GPD dimensions before and after a three-session intervention that embedded the local wisdom of Giriwoyo in Kolb’s experiential learning cycle. The results showed a statistically significant improvement in students’ overall GPD achievement following the intervention, with the greatest gains observed in collaboration and creativity, while independence and critical reasoning improved more modestly. The novelty of the study lies in validating a subject-embedded GPD instrument and documenting a culturally anchored experiential model within the newly introduced 2025 deep learning policy, rather than the project-based contexts examined in prior work. The findings imply that local wisdom can function as a structured pedagogical resource for character education in natural and social science; however, the single-site design and small sample make the results context-specific and call for replication using control-group and longitudinal designs.
References
Arjaya, I. B. A., Suastra, I. W., Redhana, I. W., & Sudiatmika, A. A. I. A. R. (2024). Global trends in local wisdom integration in education: A comprehensive bibliometric mapping analysis from 2020 to 2024. International Journal of Learning, Teaching and Educational Research, 23(8), 88–108. https://doi.org/10.26803/ijlter.23.8.5
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243–260. https://doi.org/10.1016/j.edurev.2010.06.001
Bansilan, R. P., Bañares, A. P., Quilao, J. C., & Aborde, J. R. (2023). Indigenous knowledge systems and practices, livelihood resources and aspirations of the Matigsalog and Ata tribes. Sustainability, 15(14), 11182. https://doi.org/10.3390/su151411182
Berkowitz, M. W., & Bier, M. C. (2004). Research-based character education. The Annals of the American Academy of Political and Social Science, 591(1), 72–85. https://doi.org/10.1177/0002716203260082
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood Press.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
da Silva, C., Pereira, F., & Amorim, J. P. (2023). The integration of indigenous knowledge in school: A systematic review. Compare: A Journal of Comparative and International Education, 54(7), 1210–1228. https://doi.org/10.1080/03057925.2023.2184200
Daga, A. T., Wahyudin, D., & Susilana, R. (2022). An investigation of developing Indonesian elementary school students' critical thinking skills: A literature review. International Journal of Curriculum and Instruction, 14(3), 1752–1766. https://ijci.net/index.php/IJCI/article/view/931
Damopolii, I., Nunaki, J. H., Jeni, J., Rampheri, M. B., & Ambusaidi, A. (2024). An integration of local wisdom into a problem-based student book to empower students' conservation attitudes. Participatory Educational Research, 11(1), 158–177. https://doi.org/10.17275/per.24.10.11.1
DeVellis, R. F. (2017). Scale development: Theory and applications (4th ed.). SAGE Publications.
Dolmans, D. H. J. M., Loyens, S. M. M., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problem-based learning: A review of the literature. Advances in Health Sciences Education, 21(5), 1087–1112. https://doi.org/10.1007/s10459-015-9645-6
Dong, Y., Wang, J., Yang, Y., & Kurup, P. M. (2020). Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base. International Journal of STEM Education, 7(1), Article 47. https://doi.org/10.1186/s40594-020-00245-0
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Eko, R., Setiawan, D., & Yus, A. (2024). Analysis of the implementation of Profil Pelajar Pancasila through school culture. Inovasi Kurikulum, 21(1), 250–261. https://doi.org/10.17509/jik.v21i1.64971
Fathurrochman, M. F. (2025). Integration of local wisdom in elementary school local content curriculum: A study in rural areas of Indonesia. The Curriculum Journal, 36(1), 1–29. https://doi.org/10.1002/curj.70029
Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). SAGE Publications.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Gondwe, M., & Longnecker, N. (2015). Scientific and cultural knowledge in intercultural science education: Student perceptions of common ground. Research in Science Education, 45(1), 117–147. https://doi.org/10.1007/s11165-014-9416-z
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Jeynes, W. H. (2019). A meta-analysis on the relationship between character education and student achievement and behavioral outcomes. Education and Urban Society, 51(1), 33–71. https://doi.org/10.1177/0013124517747681
Juliani, A., Permanasari, A., & Patras, Y. E. (2024). Enhancing creative thinking and global diversity through culturally responsive teaching in primary schools. Al-Ishlah: Jurnal Pendidikan, 16(3), 3248–3262. https://doi.org/10.35445/alishlah.v16i3.5403
Kolb, A. Y., & Kolb, D. A. (2017). The experiential educator: Principles and practices of experiential learning. EBLS Press.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson FT Press.
Latifa, R., & Mahida, N. F. (2024). Gotong royong, an indigenous value for a more inclusive and sustainable future. In M. D. H. Rahiem (Ed.), Religion, education, science and technology towards a more inclusive and sustainable future (pp. 77–82). Routledge. https://doi.org/10.1201/9781003322054-15
Lotter, C., Harwood, W., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers’ use of inquiry teaching practices. Journal of Research in Science Teaching, 44(9), 1318–1347. https://doi.org/10.1002/tea.20191
Manns, M., Heiss, J., Morohashi, J., & Loupis, L. (2025). Harnessing indigenous knowledge for education for sustainable development. Journal of Education for Sustainable Development. https://doi.org/10.1177/09734082251360875
Mendonça, S. E., Dykhuis, E. M., & Lamb, M. (2024). Purposeful change: The positive effects of a course-based intervention on character. The Journal of Positive Psychology, 19(5), 814–827. https://doi.org/10.1080/17439760.2023.2178954
Ndiung, S., Sariyasa, S., Jehadus, E., & Apsari, R. A. (2024). Project-based learning in fostering creative thinking and mathematical problem-solving skills: Evidence from primary education in Indonesia. International Journal of Learning, Teaching and Educational Research, 23(8), 327–349. https://doi.org/10.26803/ijlter.23.8.17
Nissen, J. M., Talbot, R. M., Nasim Thompson, A., & Van Dusen, B. (2018). Comparison of normalized gain and Cohen's d for analyzing gains on concept inventories. Physical Review Physics Education Research, 14(1), 010115. https://doi.org/10.1103/PhysRevPhysEducRes.14.010115
Novitasari, N., & Walid, A. (2024). Character education based on local wisdom in learning science: A systematic literature review. PPSDP International Journal of Education, 3(2), 295–301. https://doi.org/10.59175/pijed.v3i2.313
Puspitasari, R., Budimansyah, D., Sapriya, S., & Rahmat, R. (2023). Internalizing the character value of caring for the environment through the project to strengthen the profile of Pancasila students in elementary schools. IJORER: International Journal of Recent Educational Research, 4(6), 837–846. https://doi.org/10.46245/ijorer.v4i6.390
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
Rahmawati, Y., Mardiah, A., Taylor, E., Taylor, P. C., & Ridwan, A. (2023). Chemistry learning through culturally responsive transformative teaching (CRTT): Educating Indonesian high school students for cultural sustainability. Sustainability, 15(8), 6925. https://doi.org/10.3390/su15086925
Ranken, E., Burgess, A., Murray, J., Symonds, J., & Donnelly, S. (2025). The effect of experiential learning on academic achievement of children aged 4–14: A rapid evidence assessment. The Curriculum Journal, 36(1), 91–115. https://doi.org/10.1002/curj.304
Rossetti, G. (2023). Applying Kolb's experiential learning theory to an event management course. Event Management, 27(8), 1207–1219. https://doi.org/10.3727/152599523X16753453052430
Sakti, S. A., Endraswara, S., & Rohman, A. (2024a). Revitalizing local wisdom within character education through ethnopedagogy approach: A case study on a preschool in Yogyakarta. Heliyon, 10(10), e31370. https://doi.org/10.1016/j.heliyon.2024.e31370
Sakti, S. A., Endraswara, S., & Rohman, A. (2024b). Integrating local cultural values into early childhood education to promote character building. International Journal of Learning, Teaching and Educational Research, 23(7), 84–101. https://doi.org/10.26803/ijlter.23.7.5
Sawilowsky, S. S. (2009). New effect size rules of thumb. Journal of Modern Applied Statistical Methods, 8(2), 597–599. https://doi.org/10.22237/jmasm/1257035100
Semken, S., & Butler Freeman, C. (2008). Sense of place in the practice and assessment of place-based science teaching. Science Education, 92(6), 1042–1057. https://doi.org/10.1002/sce.20279
Sindiani, M., Brodie Schroeder, H., & Dunsky, A. (2025). Social-emotional learning in physical education classes at elementary schools. Frontiers in Psychology, 16, 1499240. https://doi.org/10.3389/fpsyg.2025.1499240
Syofyan, H., Rosyid, A., Fadli, M. R., & Yusuff, A. A. (2024). Teacher readiness factors that influence the implementation of the Merdeka Curriculum in elementary schools. Journal of Curriculum and Teaching, 13(5), 168–179. https://doi.org/10.5430/jct.v13n5p168
Tan, M., & Vickers, E. (2024). Thailand: Sufficiency education and the performance of peace, sustainable development and global citizenship. Compare: A Journal of Comparative and International Education, 54(5), 804–820. https://doi.org/10.1080/03057925.2024.2310129
Uhls, Y. T., Michikyan, M., Morris, J., Garcia, D., Small, G. W., Zgourou, E., & Greenfield, P. M. (2014). Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Computers in Human Behavior, 39, 387–392. https://doi.org/10.1016/j.chb.2014.05.036
Van Ryzin, M. J., & Roseth, C. J. (2018). Cooperative learning in middle school: A means to improve peer relations and reduce victimization, bullying, and related outcomes. Journal of Educational Psychology, 110(8), 1192–1201. https://doi.org/10.1037/edu0000265
Varman, S. D., Cliff, D. P., Jones, R. A., Hammersley, M. L., Zhang, Z., Charlton, K., & Kelly, B. (2021). Experiential learning interventions and healthy eating outcomes in children: A systematic literature review. International Journal of Environmental Research and Public Health, 18(20), 10824. https://doi.org/10.3390/ijerph182010824
Voogt, J., & Pareja Roblin, N. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
Yani, R. P., & Tirtoni, F. (2024). Collaborative learning integrated Pancasila profile based on cultural diversity to improve critical thinking ability. Al-Ishlah: Jurnal Pendidikan, 16(2), 2714–2727. https://doi.org/10.35445/alishlah.v16i2.5149
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357–377. https://doi.org/10.1002/sce.20048
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rila Pangestika, Mintasih Indriayu, Slamet Subiyantoro
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in journal of Professional Teacher Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
