Student Character Based on Pancasila Student Profiles at Tarakan City Public Middle School

Strengthening Character Education is not a new policy at all because since 2010 character education in schools has become a National Movement. Education units are a strategic tool for building national character because they have systems, infrastructure, and educational ecosystem support spread throughout Indonesia, from urban to rural areas. This study aims to describe the character of students based on Pancasila Student Profiles at Public Middle Schools in East Tarakan District, Tarakan City. The research method used was a survey of the research population, namely all-state junior high schools in East Tarakan District with a total sample of 180 students. The distribution of questionnaires is a data collection technique, while the data analysis technique used is descriptive statistics. The results of the research on the description of student character based on the profile of Pancasila students as a whole are in the very good category. Meanwhile, in terms of the Pancasila profile character element indicators in terms of faith, and piety to God Almighty, it is known that the value of 73.33% is in the very good category; In terms of global diversity, it is in the very good category, with an average value of 56.67%; Judging from the dimensions of mutual cooperation, it is in the very good category, with an average value of 46.11%; Judging from the independent dimension, it is in the very good category, with an average value of 48.89%; Judging from the critical dimension, it is in a very good category, with an average value of 45.00%; Meanwhile, in terms of the creative dimension, it is in the good category with an average value of 35.56%.


INTRODUCTION
Strengthening national character is one of the Nawacita points proclaimed by President Joko Widodo through the National Mental Revolution Movement. This commitment was followed up by the President's direction to the Minister of Education and Culture to prioritize and cultivate character education in the world of education. On this basis, the Ministry of Education and Culture launched Strengthening Character Education in stages starting in 2016. Therefore, in the past period (2015-2019), the Ministry of Education and Culture has implemented Nawacita in various ministry priority work programs, one of which is strengthening character education which is regulated in Permendikbud Number 20 of 2018 concerning Strengthening Character Education in Formal Education Units. Strengthening character education is carried out by applying Pancasila values including religious values, honesty, tolerant, disciplined, hard-working, creativity, independent, democratic, curiosity, national spirit, love of the motherland, respect for achievement, communication, love of peace, fond of reading, caring for the environment, caring socially, and being responsible, all of which aim to develop the potential of students with character.
Strengthening Character Education is not a new policy at all because since 2010 character education in schools has become a National Movement. Education units are a strategic tool for building national character because they have systems, infrastructure, and educational ecosystem support spread throughout Indonesia, from urban to rural areas. Since the inauguration of the government program initiated in the 2005-2025 National Long-Term Development Plan, which has been listed in the Law of the Republic of Indonesia Number 17 of 2007, which is useful for supporting the improvement of the character of the Indonesian people who are starting to decline. Until now, character issues are still a concern of the government, especially the Ministry of Education and Culture, this is in accordance with Permendikbud Number 20 of 2020 concerning the Strategic Plan of the Ministry of Education and Culture 2020-2024 which stated that the Ministry of Education and Culture supports the president's vision and mission to realize a developed, sovereign Indonesia. independent, and have personality through the creation of Pancasila Students who reason critically, are creative, independent, have faith, fear God Almighty, have a noble character, work together, and have global diversity. According to (Permendikbud, 2020;Zuchron, 2021) Pancasila students are the embodiment of Indonesian students as lifelong students who have global competence and behave according to Pancasila values, with six main characteristics: faith, fear of God Almighty and noble character, global diversity, mutual cooperation, independence, critical reasoning, and creative.
In addition, as proof of the seriousness of the Ministry of Education and Culture regarding strengthening character education, the Ministry of Education and Culture through its authority has again issued a National Assessment policy in 2021 as a substitute for the National Examination. The policy is designed to monitor and evaluate the primary and secondary education system, while student achievement is evaluated by educators and education units. The National Assessment is carried out by all schools and madrasas every year. The National Assessment consists of 3 aspects of the Minimum Competency Assessment (AKM) that are tested, namely 1) Numerical Literacy AKM, which measures reading literacy and numeracy as cognitive learning outcomes; 2) Character survey, namely measuring attitudes, habits, and values (values) as non-cognitive learning outcomes; and 3) Learning Environment Survey, which measures the quality of learning and school climate that supports learning. The National Assessment aims to produce a comprehensive portrait that is useful for schools/madrasas and local governments to carry out self-evaluations and planning for improving the quality of education, (Permendikbudristek, 2021).
The need to strengthen character education is urgent to be implemented because there are signs of a decline in the character of the Indonesian nation, as stated by (Lickona, 2019), namely: 1) violence and vandalism; 2) stealing; 3) cheating; 4) disrespect for authority figures; 5) peer cruelty; 6) bigotry; 7) bad language; 8) abuse and too rapid sexual development; 9) increasing selfishness and decreasing responsibility as a citizen; 10) presence of self-destructive behavior. It seems that the character of the Indonesian people who are polite in their behavior, deliberate for consensus in solving problems, and have local wisdom which is rich in plurality, tolerance, and mutual cooperation have transformed into the hegemony of new groups that beat each other.
Seeing this blurry portrait, a number of people consider that this is caused by, among other things. The failure of the world of education, the reason being that education is a vessel for giving birth to human beings who are able to save the future of the nation from the brink of adversity, both in the economic, social, political, and especially in science and technology (IPTEK) . Suprianto et al., 2022) Therefore, it is necessary to review more deeply about this emerging technological phenomenon and take steps to save the younger generation from moral and moral destruction (Nasrullah et al., 2018;Perini et al., 2018). Because of the outbreaks that are occurring, both now and in the future, they must be addressed locally and mondial (globally). In this connection, society will be formed through education that is based on the values of Pancasila which in the end will manifest Pancasila students as the nation that Indonesia aspires to be.

METHOD
The research method used in this study is a survey method. According to Sugiyono (2018) survey method is a quantitative research method used to obtain data that occurred in the past or present, about beliefs, opinions, characteristics, behavior, relationship variables and to test several hypotheses about sociological and psychological variables from samples taken from certain populations.
The sampling technique in this study used a random sampling technique, which is a random sampling technique from members of the population without regard to the existing strata in the population, Therefore, the sample selection in this study was randomly selected from a number of students in grade 8 at the public junior high school level in Tarakan Timur District, Tarakan City, namely SMPN 5, SMPN 10, SMPN 11, and SMPN 3 Tarakan. Data collection techniques were carried out by distributing research questionnaires with indicators 1) Faithful, devoted to God Almighty, and noble, 2) Independent, 3) Critical Reasoning, 4) Creative, 5) Collaborative, and 6) Global diversity. Using descriptive statistical data analysis techniques to calculate the percentage of data from the questionnaire results, a formula based on the opinion of (Ali, 2010). While the determination of the interval for categorization is used formula: In this study, 5 answer options were used consisting of "always", "often", "sometimes", "rarely", and "never". Each of them has points from 5 to 1.

Have Faith, Fear of God Almighty, and Have Noble Characters
The results of data analysis show that, based on the average value of the Pancasila profile of Faith, Fear of God Almighty, and Noble Character is 39.08. Furthermore, the interpretation of the research results is described in Table 1: Interpreted with an average value of 39.08, it is in the very good category, with a proportion of 73.33% based on the choices of 132 respondents. This is in terms of the respondents' belief that God knows all human actions, students can worship without coercion, always start activities with prayer, can take behind every disaster, help others who are in trouble, not be involved in things that can cause problems, problems of tolerance towards friends of different beliefs, respect the time of worship of friends of different beliefs, and easily get along with friends of different beliefs.
The value of religious character reflects faith in God Almighty which is manifested in the behavior of carrying out religious teachings and beliefs adopted, respecting religious differences, upholding a tolerant attitude towards the implementation of religious worship and other beliefs, living in harmony and peace with followers of other religions. This value of religious character includes three dimensions of relation at once, namely the relationship of the individual with God, the individual with others, and the individual with the universe (environment). This value of religious character is shown in the behavior of loving and maintaining the integrity of creation. Religious subvalues include peace-loving, tolerance, respect for differences in religion and belief, firm stance, self-confidence, cooperation between adherents of religions and beliefs, antibuli and violence, friendship, sincerity, not imposing the will, loving the environment, protecting the small and excluded In line with opinion (Irawati, Iqbal, Hasanah, & Arifin, 2022) that Pancasila students always deepen and apply their understanding of religious teachings in their daily lives. And also have a noble character in themselves, they always maintain the integrity and take care of themselves physically, mentally, and spiritually. Pancasila students are always noble and fair towards fellow human beings. He prioritizes similarities over differences and respects the differences that exist. They address diversity and differences with wisdom and compassion. Students' attitudes and behavior towards themselves, others, and their environment are a reflection of their faith and piety to God Almighty, (Darmawan et al., 2021;Susilawati, Sarifudin, & Muslim, 2021).

Global Diversity
The results of the data analysis show that, based on the average value of the Pancasila global diversity profile, it is 25.49. Furthermore, the interpretation of the research results is described in Table 2: If interpreted, the average value is in the very good category, with a percentage of 56.67% based on the choices of 102 respondents. This can be seen in students being able to appreciate cultural differences in their surroundings, being open-minded in interactions with other cultures, being interested when friends talk about different cultures, being interested in learning about new cultures, and students being able to respect/appreciate different friends. ethnic group. Diversity in this context is a set of knowledge and skills possessed by Indonesian students regarding the existence of self, group, and culture, in a pluralistic local and global environment.
Indonesian students are expected to be able to maintain their noble culture, locality and identity, and remain open-minded in interacting with other cultures, thus fostering mutual respect and the possibility of forming a new culture that is positive and does not conflict with the noble culture of the nation. Key elements of global diversity include knowing and appreciating culture, intercultural communication skills in interacting with others, and reflection and responsibility for diversity experiences.
Indonesian students as part of diversity realize that diversity is a fact of life that cannot be avoided. Indonesian students have a proportional self-identity and socio-culture, and are also aware and acknowledge that they are different from other people in one or several aspects of identity. He instills this value and awareness of diversity in himself, thus making him adopt an attitude of mutual respect and respect for other people's perspectives.
In the context of being a nation, global diversity encourages the development of pride and understanding of diversity and national identity, the spirit of nationalism, unity, and complete patriotism and love of the motherland as a form of nationalism, (Amir & Saleh, 2013;Chotimah, Kurnisar, Ermanovida, Juainah, & IP, 2020). Indonesian students with global diversity are students who are cultured, have a mature self-identity, are able to show themselves as representatives of the noble culture of their nation, and at the same time have strong insight or understanding and openness to the existence of various regional, national and global cultures.

Worked Together
The results of the data analysis show that, based on the average value of the Pancasila mutual cooperation profile, it is 29.3. Furthermore, the interpretation of the research results is described in Table 3:

Jurnal Ilmiah Ilmu Administrasi Publik: Jurnal Pemikiran dan Penelitian Administrasi Publik
Volume 12 Number 2, July-December 2022. Page 529-538 If interpreted, the average value is in the very good category, with a percentage of 46.11% based on the choices of 83 respondents. This can be seen from the students involved in working on group assignments, contributing in the form of suggestions and criticism of the assignments given, helping friends who experience difficulties in carrying out assignments, prioritizing deliberation in dealing with problems, helping friends who have been hit by a disaster if there is a disaster setting aside pocket money for helping disaster victims, and being able to help friends without expecting anything in return. The ability to work with Indonesian students shows that they care about their environment and are willing to share with their community members to lighten each other's burdens and produce a better quality of life. The ability to work together makes Indonesian students become democratic citizens, and are actively involved in society in advancing the nation's democracy. Indonesian students have an awareness that as part of a group they need to be involved, work together, and help each other in various activities so that all work is easy to complete, this is in accordance with the old adage, "shoulder the same weight, carry the same light".

Independent
The results of the data analysis show that, based on the average value of the Mandiri Pancasila profile, it is 19.95. Furthermore, the interpretation of the research results is described in Table 4: If interpreted, the average value is in the very good category, with a percentage of 48.89% based on the choices of 88 respondents. This can be seen in students studying well at school, submitting assignments on time, not giving up easily when getting assignments from school, taking the time to study at home, and continuing to study even though there are no exams. (Irawati et al., 2022) explains that Pancasila students are able to realistically set selfdevelopment goals and achievements, develop strategic plans to achieve them, be persistent and active in realizing these plans, and act on their own will and initiative without feeling forced because of demands or pressure from others.
Independent students always evaluate and are committed to continuing to develop themselves so that they can adapt to the various challenges they face in accordance with the changes and developments that occur both locally and globally. This will motivate him to excel and do his best according to his own abilities. Independent learners have a learning drive that comes from within themselves so that they will experience several advantages, such as good performance, being fully involved in self-development activities and achieving achievements, feeling positive emotions, perceiving themselves as competent, and being oriented toward mastering knowledge and skills and achievements, (Zuriah & Sunaryo, 2022). Proactive independent learners make choices based on the reality of their view by considering and managing risks, not just passive recipients. The key elements of independence are selfunderstanding and the situation at hand, and self-regulation.

Critical Reasoning
The results of the data analysis show that, based on the average value of the Pancasila profile, critical thinking is 23.87. Furthermore, the interpretation of the research results is described in Table 5: If interpreted, the average value is in the very good category, with a percentage of 45.00% based on the choices of 81 respondents. This can be seen in not being shy about giving opinions, receiving information by first checking the truth of the information, not easily spreading news whose truth is uncertain, seeking information from reliable sources, not being easily influenced by hoax news, and being able to differentiate real news from hoaxes. In line with this, that Indonesian students who think critically are able to objectively process both qualitative and quantitative information, build links between various information, analyze information, evaluate, and draw conclusions. Furthermore, he was able to convey it clearly and systematically.

Creative
The results of the data analysis show that, based on the average value of the creative Pancasila profile, it is 25.55. Furthermore, the interpretation of the research results is described in Table 6: If interpreted, the average value is in a good category, with a percentage of 35.56% based on the choices of 64 respondents. This can be seen in students thinking about their own answers to assignments given at school, looking for relevant learning resources other than the teacher, if they get a problem conveying ideas to solve it, doing assignments before the time period ends, asking for material that is not clear to the teacher, and enthusiastic in doing school assignments. Pancasila students are creative students. He modifies and produces something original, meaningful, useful, and impactful. Originality, meaningfulness, usefulness, and this impact can be something that is personal only for himself or more broadly to other people and the environment. Creative thinking in question is a thinking process that raises new ideas and questions, tries various alternative choices, evaluates ideas using his imagination, and has the flexibility of thinking.

CONCLUSION
Based on the results of research on the description of student character based on the profile of Pancasila students at SMP Negeri Tarakan Timur District, Tarakan City as a whole, the 6 elements of the value profile of Pancasila students are in the very good category, this can be seen from 1) Faith, piety to God Almighty, and good morals noble, namely the existence of students' trust that God knows all human actions, students can worship without coercion, always start activities with prayer, can take wisdom behind every disaster, help others who are in trouble, are not involved in things that can cause conflict, behave tolerance for friends of different beliefs, respecting the time of worship of friends of different beliefs, and easy to get along with friends of different beliefs; 2) Global engagement, namely the ability of students to appreciate cultural differences in their surroundings, be open-minded in interactions with other cultures, be interested when friends talk about different cultures, are interested in learning about new cultures, and students are able to respect/appreciate friends different tribe. Diversity in this context is a set of knowledge and skills possessed by Indonesian students regarding the existence of self, group, culture, in a pluralistic local and global environment; 3) Gotong royong, namely students are involved in working on group assignments, contributing in the form of suggestions and criticism of the assignments given, helping friends who experience difficulties in carrying out assignments, prioritizing deliberation in dealing with problems, helping friends who have been hit by a disaster, if there is a disaster set aside money snacks to help disaster victims, and being able to help friends without expecting anything in return; 4) Independent, namely students study well at school, collect assignments on time, don't give up easily when getting assignments from school, take the time to study at home, and keep studying even though there are no exams; 5) Critical reasoning, namely that students are not ashamed to give opinions, receive information by first checking the truth of the information, are not easy to spread news whose truth is uncertain, seek information from reliable sources, are not easily influenced by hoax news, and are able to differentiate real news by hoax; and 6) Creative, namely students think of their own answers to assignments given at school, look for relevant learning resources other than the teacher, if they get a problem conveying ideas to solve them, work on assignments before the time period ends, ask the teacher about material that is not clear, and enthusiastic in doing school assignments.