Reference Book for Pancasila Learning Based on 21st Century Skills and Tri Kaya Parisudha Values

Character education and learning outcomes for elementary school students are still relatively low. One factor that ensures student success is the role of the teacher. Therefore, the relevant effort to be carried out is to provide an understanding to students as prospective elementary school teachers in designing and implementing learning innovations to form a generation that is intelligent and has character by the demands of 21st-century learning and implementing the Tri Kaya Parisudha concept. This research aims to develop a 21st-century-based Pancasila learning reference book containing Tri Kaya Parisudha for Elementary School Teacher Education Study Program students. This research is design and product development research (Design and Development) using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The subjects in this research were two experts, ten students


INTRODUCTION
Education is a measure of the progress of human resources.A good education will certainly bring progress to the nation.Therefore, Indonesia formulated the goal of national education to educate the life of the nation and develop the Indonesian people as a whole.These people believe and are devoted to God Almighty and have noble character, knowledge and skills, physical and spiritual health, a stable personality and independence, and a sense of social and national responsibility (UU No. 22 of 1989) (Daga, 2021;Halimah et al., 2021).The educational goals expected by the government are balanced with various efforts to improve the quality of education to achieve superior Indonesian human resources (Khunaifi & Matlani, 2019;Raharjo, 2018;Rohim, 2021).This education is divided into elementary, middle, and higher levels.Elementary school is the initial level in developing individual abilities and potential.At this level, the learning process is carried out by students' cognitive development, the concrete operational stage (Nuryati & Darsinah, 2021;Trianingsih, 2016).Children are mature enough to use logical thinking or operations at this stage, but only for existing physical objects.Without a physical object in front of them, children at the concrete operational stage still experience great difficulty in completing logical tasks (Hadi, 2017;Juwantara, 2019).Therefore, the learning process at the elementary school level is experiencing fundamental changes.In the previous curriculum, learning in elementary school was partial and divided into several subjects, whereas currently, in the 2013 curriculum, learning in elementary school is contextual and integrated in a form of thematic learning to stimulate children's cognitive development (Krissandi & Rusmawan, 2015;Kusumaningrum, 2018).The teacher's understanding and skills must follow the implementation of thematic learning in elementary schools in managing learning.This is because, in one lesson, the teacher must be able to facilitate student learning in several lesson contents (Khoeriyah & Mawardi, 2018;Setiadi, 2016).Moreover, the COVID-19 pandemic, which has had the impact of a technological revolution in learning, requires teachers to have an adaptive attitude so that all students can learn well from home (Gularso et al., 2021;Keefe, 2020).This change in learning causes teachers, especially at the elementary school level, to feel quite a heavy burden.The confessions of several teachers prove this during the implementation of online learning who complained about the technical learning, including the delivery of material, collecting assignments, the assessment process, as well as other technical obstacles, such as the availability of devices and signals (Choate et al., 2021;Espino-Díaz et al., 2020).Other factors, such as teachers' understanding of facilitating students' learning process so they can learn well, are also experiencing difficulties due to the pandemic.
Apart from that, the strengthening of character education being discussed is also hampered because the learning process is concentrated on the content and content of the subject matter (Andrianto & Suyitno, 2021;Medika et al., 2022).Based on the results of observations made on teachers in elementary schools in the Buleleng sub-district, it was stated that the students' character still needs to be questioned because, in one semester, the teachers never met face to face at all, so they did not know the students in detail.So, the identification of student character cannot be implemented optimally, and character education cannot be strengthened.Apart from character, the learning outcomes obtained by students during the learning process are also questioned about the validity of their measurements.The learning outcomes tests teachers give are often carried out by something other than the technical aspects presented.In online learning, teachers need help to control student activities fully.One of the relevant efforts is to provide a complete understanding to students as prospective elementary school teachers in designing and implementing Pancasila learning innovations to form an intelligent and characterful generation by the demands of 21st-century learning and implementing the Tri Kaya Parisudha concept.21st-century learning, as the basis for this research, is a form of change in learning from teacher-centered to studentcentered.Students must have 21st-century skills, including critical thinking, communication, collaboration, and creativity (Sulistyanto et al., 2021;Widodo et al., 2020).Furthermore, the Tri Kaya Parisudha we want to practice in developing this learning is three basic behaviors that must be purified: thoughts, words, and actions.Parts of the Tri Kaya Parisudha are (1) Manacika Parisudha, which means thinking holy or right; (2) Wacika Parisudha, which means saying the right thing; and (3) Kayika Parisudha, which means doing the right thing.The meaning of thinking, saying, and doing the right thing is considered right if it always refers to the view of dharma (truth) (Karmini et al., 2021;Widiasih et al., 2019).21st-century learning is related to the practice of the Tri Kaya Parisudha concept.Manacika, or correct thinking, can stimulate the development of students' critical thinking skills.Wacika, which means telling the truth, can develop students' communication skills.Furthermore, Kayika, which means doing the right thing, can develop students' creativity and create collaboration in the learning process.The relationship between 21st-century learning and the Tri Kaya Parisudha concept can result in meaningful, effective, and adaptive learning, especially in dealing with learning during the COVID-19 pandemic.Empirically, learning development based on local culture or wisdom has been implemented to improve the quality of learning.One has developed a learning model based on Yogyakarta cultural values relevant to elementary schools (Ghufron, 2017).
Other researchers also worked to improve the quality of learning in their research, developing an Integrated Tri Kaya Parisudha Character Education model in Elementary School Learning (Veronika, 2019).Other researchers have also developed 21st-century learning containing HOTS (higher-order thinking Skills) in the elementary school teacher department (Dinni, 2018).The explanation above shows that learning development has a high urgency to be implemented.Apart from that, this learning development can also produce several learning innovations that can be implemented in the Covid-19 pandemic.It is the basis for proposing research to produce a reference book for 21st-century-based Pancasila learning containing Tri Kaya Parisudha.It is hoped that Elementary School Teacher Education study program students as prospective teachers will be able to apply this learning innovation in elementary schools.

METHOD
The design of this research is design and product development research (Design and Development) using the ADDIE Model.This model consists of five components: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation (Branch, 2010).If depicted visually, the stages of the ADDIE Model can be seen in Figure 1.The research subjects for reference book development were two expert lecturers consisting of content experts and language experts who assessed the reference books being developed to analyze their validity.Then, the limited trial in this research was 10 Elementary School Teacher Education students who were representatives from each semester, and eight elementary school teachers were taken randomly to respond to this reference book and a limited trial.The data collected in this research concerns the suitability of the books produced based on good grammar and book components.Elementary school students and teachers were also given questionnaires to discover responses to this book.Data and data collection techniques can be seen in Table 1.Analysis was carried out using qualitative and quantitative methods.Qualitative analysis is analysis obtained from communication with research subjects, as well as the results of observations and distribution of questionnaires, then data obtained from the words described and interpreted.The quantitative descriptive analysis method was used to classify the questionnaire results with experts in education and religion experts.

RESULT AND DISCUSSION Result
The Pancasila learning reference book based on the 21st century containing Tri Kaya Parisudha was developed and consists of four chapters, totaling 230 pages.The resulting reference book explains the theory and implementation of innovative learning models containing Tri Kaya Parisudha to achieve 21st-century skills equipped with lesson plans according to the 2013 Curriculum.The detailed parts of this book consist of theories about 21st-century learning, which are discussed in Chapter I; theory regarding 21st-century learning containing the Tri Kaya Parisudha, which is discussed in Chapter II; implementation of 21st-century learning containing the Tri Kaya Parisudha in innovative learning models discussed in Chapter III, as well as implementing 21st-century learning containing the Tri Kaya Parisudha in the 2013 Curriculum lesson plan which is discussed in Chapter IV.The book's appearance, including the cover, is shown in Figure 1, the 21st-century learning theory is shown in Figure 2, and the implementation of the 21st-century learning model is shown in Figure 3.The assessment of the validity of the 21st century-based Pancasila learning reference book containing Tri Kaya Parisudha for elementary school students was conducted by lecturers and language and literature experts.The expert compared the 21st century-based Pancasila learning reference book containing Tri Kaya Parisudha with the book's relevance components in the questionnaire, which consists of two components: readability and conformity with good and correct Indonesian language rules.The results of the book quality questionnaire calculations by linguists can be seen in Table 2. Based on Table 3, which shows the analysis that has been carried out, it was found that the mean observation value was 3.9.If the mean value is compared in the PAIT category table, then the value is in the very good category.Next, an effectiveness test was carried out based on the results of student responses.A total of 10 Elementary School Teacher Education students representing each semester have filled out student response questionnaires to the 21st century-based Pancasila learning reference book containing Tri Kaya Parisudha.The following are the results of the range of scores included in Table 4, which are then compared with the average obtained.The average score for the book component was 183.9.Based on Table 4, the average score for the book content components is included in the very good category.Next, an effectiveness test was carried out based on the results of the teacher's responses.The following are the results of the range of scores included in Table 5, which are then compared with the average obtained.The average score for the book's physical appearance component is 181.38.Based on Table 5, the average score for the book content components is included in the very good category.

Discussion
21st Century Learning Contains Tri Kaya Parisudha, which is realized in the form of a Pancasila reference book which is expected to be a reference for students or prospective teachers and teachers in elementary schools to implement innovative learning models (Adibatin, 2016;Santoso & Wuryandani, 2020).It is necessary because today's teachers and educators must adapt to developments in science and technology in the 21st century.If the learning process and quality in schools are optimal, the student characteristics, as expected in the 21st-century learning output, will be realized (Angga et al., 2022;Ngazizah & Laetitia, 2022).
The language expert's validity test results are in the very good category.Based on the analysis of each component and as a whole, the 21st century-based Pancasila learning reference book containing Tri Kaya Parisudha, seen from the language aspect, is very suitable to be used as a reference in implementing learning models as an effort to improve the quality of learning.Furthermore, the content expert validity test results are also very good.Looking at all data components, the book's relevance in the content aspect shows an average value (mean) of 3.9, which is in the very good category.Apart from validity testing, responses from potential users of this reference book are also very necessary to know the responses of elementary school students and teachers to the reference books that have been produced.The results of responses made to 10 STAHN Mpu Kuturan Singaraja Primary School Teacher Education students representing each semester showed that both the components of the book's physical appearance, language and writing, content, and usefulness showed a very good category.Furthermore, the results of responses made to 8 elementary school teachers in the Buleleng District who were randomly selected showed that both the components of the book's physical appearance, language, writing, content, and usefulness showed the very good category.Based on the responses above, prospective users, both students and elementary school teachers, assessed the 21st century-based Pancasila learning reference book containing Tri Kaya Parisudha.So, this reference book is very suitable to use as a reference for prospective teachers and elementary school teachers in implementing innovative learning models that are oriented toward 21st-century learning (Hasibuan & Prastowo, 2019;Utami et al., 2020).This book is expected to be a milestone in improving elementary school learning quality.It is to the results of the research explain that the main task of teachers in developing 21st-century learning is as a learning planner who must include elements of higher-order thinking, the application of various approaches and learning models, as well as the integration of technology in the learning process (Amin, 2017).This reference book will be a choice for teachers in carrying out their main duties.
Likewise, findings in previous research show that lesson planning is one of the plans that has an important role in implementing good learning (Zuriah et al., 2016).With careful learning planning, teachers can more easily have guidelines for implementing learning.Learning will be more focused according to what is prepared in the syllabus and lesson plans.It makes the reference book "21st Century Learning Containing Tri Kaya Parisudha" a choice for teachers in implementing learning because, technically, it is equipped with lesson plans for each learning model.On the other hand, 21st-century learning, especially in elementary schools, is also expected to strengthen character education for students (Keraf & Komalasari, 2019;Yamin & Syahrir, 2020).According to other research in the learning context, character development can be emphasized through the strategic or learning model and the scientific concept aspect of the related subject area (Saputro, 2016).This concept of local wisdom is needed in implementing 21st-century learning through the Tri Kaya Parisudha concept, which consists of manacika, wacika, and kayika.The implications of this research can improve and generate creative ideas in designing Pancasila learning plans to develop 21stcentury learning skills and improve students' character education, especially by applying the concept of local Balinese wisdom.However, considering the limitations that researchers have, it is recommended that other researchers conduct further research to provide empirical justification for the impact of implementing innovative learning models in the reference books produced in this research.

CONCLUSION
Pancasila learning based on the 21st century containing the Tri Kaya Parisudha contained in the reference book in this research has very good validity for students of the Elementary School Teacher Education Study Program.It is proven by the results of the data analysis of the linguist validity test, which obtained the very good category, and the results of the data analysis of the content expert validity test, which obtained the very good category.Likewise, the responses of students and teachers in elementary schools show an average score (mean) in the very good category.

Figure 1 .
Figure 1.Stages of the ADDIE Model

Table 1 .
Data and Data Collection Techniques

Table 2 .
Tabulation of Book Validity Data by Linguists Based on Table 2, the analysis that has been carried out shows that the mean value of the overall observation of book relevance data is 4.0.If the mean value is compared in the PAIT category table, then the value is in the very good category.After that, an evaluation of the 21st century-based Pancasila learning reference book containing Tri Kaya Parisudha was assessed by lecturers and content experts.The expert compared the 21st century-based Pancasila learning reference book containing Tri Kaya Parisudha with components by the curriculum and book center non-textbook assessment system, book research and development agency of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia in 2021 and Minister of Education and Culture Regulation No. 8 2016.The results of the calculation of reference book evaluation questionnaires by experts are shown in Table 3.

Table 3 .
Tabulation of Reference Book Evaluation Data by Content Experts

Table 4 .
Conversion of PAIT Categories for Book Components from Student Response Results

Table 5 .
Conversion of PAIT Categories for Book Components Based on Teacher Questionnaire Results