Learning about independence from Kaba Si Buyuang Karuik

Abstract This study aims to explore how incorporating traditional cultural materials into formal teaching practices can improve students’ enthusiasm and help them understand the dimension of independence as part of the Pancasila student profile, which has six dimensions. However, it has been noticed that there are no guidelines or teaching materials available for Pancasila student profiles based on Minangkabau Kaba, which is a significant gap in current practices. To address this gap, the researchers used a unique and innovative approach called the sociology of literature approach. They searched for values in Kaba Si Buyuang Karuik that intersect with the independence dimension of the Pancasila student profile. The study identified 14 sentences containing values presented beautifully and poetically, which can be included in teaching materials to achieve the objectives of the independence dimension’s elements and sub-elements. Overall, this research proposes an innovative solution to integrate traditional cultural materials into formal teaching practices, which can help students’ enthusiasm and instill critical values in the Indonesian nation’s philosophy of life, Pancasila.


PUBLIC INTEREST STATEMENT
This research holds significant public interest in enhancing the quality of education and reinforcing the cultural identity of Indonesian students.By integrating traditional cultural materials into formal education, the study presents an innovative approach to fostering students' interest in learning and enriching their understanding of independence as a crucial value within Pancasila, the Indonesian state ideology.The diversity of Indonesian culture plays a vital role in shaping students' character and national consciousness.The research findings highlight the relevance of values found in Kaba Si Buyuang Karuik to the dimension of independence in Pancasila.By incorporating these values into educational materials, it is expected to inspire and equip the younger generation with a patriotic spirit and strengthen the philosophy of Indonesian national life.The outcomes of this research have the potential to guidance for educational practitioners and cultural researchers in promoting cultural heritage and robust national values towards progress and unity of the nation.

Introduction
The independence dimension discussed in this paper pertains to one of the six dimensions of the Pancasila student profile.The aim is for these six dimensions to be internalized by students as an integral part of their identity as members of the Indonesian nation, which is based on a philosophy of life known as Pancasila.
To embrace Pancasila ideology, students must adhere to the principles defined by the Kamus Besar Bahasa Indonesia (KBBI V), including loyalty and goodness.The Pancasila student profile consists of six dimensions: faith, fear of God Almighty, and noble character; independence; cooperation; global diversity; critical reasoning; and creativity.It is the responsibility of teachers to instill these dimensions in their students through daily activities, building their character and competence.Students must have a thorough understanding of the six dimensions of the Pancasila student profile.This understanding is essential for them to become lifelong learners who possess character, competence, and behavior that align with Pancasila values.
In this paper, the concept of independence refers specifically to independence in the context of learning.Independence, according to Zakso et al. (2021), involves learners acquiring knowledge through their own efforts and developing inquiry and critical evaluation abilities.Learners should be free to set goals and achieve them, communicate effectively, receive constructive feedback, engage in self-evaluation and self-reflection, and take responsibility for their own learning.Strategies for achieving independence may include self-management, personal planning (Bill et al., 2015), and differential learning.By developing independence in learning, students can cultivate the character of the Pancasila Student Profile (Hasanah et al., 2022).
Developing independent learning skills in students requires creating an environment that promotes autonomy and allows for exploration of interests without excessive restrictions.However, it is important to note that the development of independent learning skills does not necessarily mean that students must be entirely without guidance or structure, as some scholars have pointed out (Allan et al., 1996;Hughes, 2001).
To help students achieve the objectives of the independence dimension, Race (1996) proposes several independent learning practices, both formal and informal.Teachers can support the internalization of the six dimensions of the Pancasila student profile by incorporating them into their formal learning materials.Additionally, the government has provided several guidelines for strengthening the Pancasila student profile through teaching materials.
In the context of strengthening the Pancasila student profile, the government has prepared several guidelines and teaching materials.One of them is the Project Development Guidelines for Strengthening Pancasila Student Profiles (Tim Pusmenjar, 2021), which outlines the implementation flow of a project for Phase D students with the topic "My waste is my responsibility" and the theme of a sustainable lifestyle.This module specifically refers to the dimensions of cooperation, critical reasoning, and faith and piety to God Almighty within the Pancasila student profile.The module follows a syntax that includes an introduction, contextualization, action, reflection, and follow-up.
Another module was prepared by Sulistyati and her team (Sulistyati et al., 2021).This module is a handbook specifically designed for Early Childhood Education teachers.It offers project designs for Pancasila student profiles based on four themes: "I Love the Earth," "I Love Indonesia," "Playing and Working Together," and "My Imagination."This guide is more comprehensive than the "example" module offered by the Center for Assessment and Learning team.The comprehensiveness is evident in the learning scenarios provided from the initial stages to the conclusion.Teachers, or anyone who reads these guidelines, can easily apply them in learning.This guide is highly recommended for those interested in developing similar modules or guidelines.
The Center for Assessment and Learning team targeted guidelines for elementary, junior high, and high school students, while Sulistyati focused on Early Childhood Education level.However, the Drafting Team of the Directorate General of Vocational Education (Dirjen Vokasi, 2021) targeted guidelines for Vocational School level, although the writing team seems to consist of the same members as the Center for Assessment and Learning drafting team.Therefore, there should have been more consistency in the introduction to the previous guide.Unlike the previous guide, this guide does not distinguish between curricular and extracurricular activities.Additionally, this guide emphasizes the inclusion of "work culture" in the project to strengthen the Pancasila profile, which is a cross-disciplinary program designed to be contextual and oriented towards the needs of the world of work.
The Curriculum Standards and Educational Assessment Agency Team (Tim BSKAP, 2022b) has prepared guidelines covering various aspects related to Pancasila student profiles and achievement levels, along with different project flow types.The first type of project flow includes stages such as recognition, contextualization, action, reflection, and follow-up.The second type includes observing, defining, initiating, choosing, and reflecting.The third type includes discover, imagine, do, and share.Additionally, the team has provided a project flow specifically designed for phase E students, which includes introduction, exploration of issues, initial reflection, and site visits in the first stage; data collection, collaboration at locations, and presentations in the second stage; outbound and group performance in the third stage; and collaboration between groups, evaluating solutions offered, and reflection in the fourth stage.
An additional applicable guide is available, entitled "Tracing the Legacy of the Past".This project guide is designed for Senior High School Phase E teachers, focusing on the theme of local wisdom.The author of the guide is Debby Josephine, although there is no information provided regarding the year of publication, publisher, or city.The syntax of the guide involves finding, imagining, doing, and sharing, and is closely related to the guide prepared for Early Childhood Education level students.In each implementation syntax, teachers are provided with learning scenarios.However, the stage of imagining raises some questions, as it involves written scenarios where students and teachers visit predetermined destinations.This stage of imagining could potentially be considered as part of the "do" syntax, as it involves exploring problems in the surrounding environment related to the topic of discussion.
In summary, guidelines for developing projects to strengthen the Pancasila student profile have been created for each level of education, with slight variations in syntax.While each level of education has different objectives in developing the dimensions of the Pancasila student profile, the flow offered in the guidelines tends to be the same.At the end of each phase, students are expected to have developed different skills and attitudes.Nevertheless, these guidelines provide a valuable resource for teachers and educators to help their students become independent learners and responsible citizens.
Considering the literature review on guidelines for developing the Pancasila student profile strengthening project, the researchers have developed an interest in creating a model for Pancasila student profile teaching materials that are based on Kaba Minangkabau.
In line with the previous guidelines, the proposed model of teaching materials aims to enhance the profile of Pancasila students.However, the difference lies in its focus on the internalization of cognitive knowledge associated with the dimensions of the Pancasila student profile.This model is specifically designed to incorporate the Kaba Minangkabau cultural values into the teaching materials to foster a deeper understanding and appreciation of local wisdom among students.
In this proposed teaching material model, the process of internalizing the dimensions of the Pancasila student profile begins with identifying and classifying sentences that contain the dimension of independence.These sentences are then organized into teaching materials based on a summary of the contents of the story "Kaba Si Buyuang Karuik," which serves as the main content of the teaching materials.Additionally, the teaching materials will include an evaluation section to assess the students' comprehension and internalization of the dimensions of the Pancasila student profile.
The focus of this article is to categorize and classify sentences that pertain to the dimensions, elements, and sub-elements of the Pancasila student profile in the Kaba of Si Buyuang Karuik.To ensure that the readers can fully understand the analysis, it is necessary to provide a clear description of the dimensions, elements, and sub-elements based on the guidelines set forth by Tim BSKAP (2022a).

Pancasila Student Profile: Dimensions of Independence
The dimension of independence in students refers to the process of self-development, selfunderstanding, and self-regulation aimed at achieving objectives and enhancing the quality of life.Teachers play a pivotal role in assisting learners in effectively managing their thoughts, emotions, and actions to collaboratively attain shared goals.
A student with an independent dimension can be understood as a student who demonstrates initiative in self-development and achievement, based on a recognition of their strengths and limitations, as well as the situations they encounter.Furthermore, this student takes responsibility for both the process of learning and the outcomes achieved.
In accordance with Tim BSKAP (2022a), the dimension of independence in the Pancasila student profile refers to the ability of Indonesian students to be independent and responsible for their own learning processes and outcomes.This dimension comprises three elements, namely selfawareness, situational awareness, and self-regulation.
The initial element, self-awareness, and situational awareness, necessitates that students engage in introspection and evaluate their circumstances, abilities, and limitations.By acknowledging and comprehending their own requirements, they can select appropriate methods and anticipate any difficulties or barriers that may emerge.
Pancasila students who exhibit independence reflect on their own situations, including their strengths and limitations, as well as the demands of their development.This self-awareness enables them to set appropriate self-development goals, select suitable strategies, and anticipate challenges and obstacles.The first element of independence is comprised of two sub-elements: recognizing personal qualities and interests and recognizing potential challenges.Developing selfreflection skills is also a part of this element.
The next element of independence is self-regulation, which entails students' ability to manage their thoughts, feelings, and behavior to attain their learning and self-development goals in both academic and non-academic fields.Students who possess this element can evaluate their efforts and achieved results, while continuing to search for the appropriate strategies to support their goals.They can set self-development goals and plan strategies to achieve them by assessing their abilities and the demands of the situation they face.Moreover, they can control the implementation of self-development activities and maintain their behavior and enthusiasm to achieve their goals.These students continuously monitor and evaluate their efforts and results, and when faced with problems, they persevere and search for more suitable strategies or methods to attain their goals.The sub-element of this element is emotion regulation.

Kaba Si Buyuang Karuik
Kaba, a literary genre, holds significant popularity in the Minangkabau region.Kaba has been written by Minangkabau authors since 1831, and research on this literary genre has been conducted by Dutch scholars since 1881.It can be divided into two periods, namely those produced before the 20th century, known as classical kaba, and those produced after the 20th century, referred to as non-classical kaba.
Kaba Minangkabau is a type of storytelling in oral literature that originated in the Minangkabau tribe of West Sumatra, Indonesia.It is one of the earliest forms of Malay literature that has been passed down from generation to generation.Kaba stories contain social values, advice, and messages, as well as descriptions of traditional customs and people's habits.They reflect social reality and can serve as a resource for learning and reflection.The delivery is carried out in the distinctive Minangkabau style, narrating with a specific rhythm accompanied by traditional Minangkabau musical instruments.The method of delivering kaba in this manner is known as "bakaba."Initially, kaba was not written but rather recited or sung by storytellers known as "tukang kaba" or "si jobang." Most of the stories in Kaba are entertaining and are classified as a type of consolation story.Kaba Si Buyuang Karuik, for instance, contains the characteristics of a consolation story (Djamaris, 1990).It is rich in fantasy that may seem implausible when compared to contemporary logic, such as the description of Karudin and Syamsiah as characters who are 10 and 6 years old, respectively.Children at that age are not likely to run away from home due to their parents' annoyance.The issue of inbreeding is also doubtful because Karudin and Syamsiah have only a few years of age difference.In most cases of inbreeding, the characters involved are siblings who did not know each other since birth.

Literary reflection
As a mirror of society, literary works are often used to reflect the conditions of a particular time period (Watt, 1964).The changes that occur in society, including personal changes in social interaction, are often portrayed through literary characters, such as Karudin and Syamsiah in Kaba Si Buyuang Karuik, thereby reflecting the social activities and lifestyle of the time.Through this literary work, the author (in this case, the Kaba narrator) attempts to depict the social conditions prevalent in that era, which led to the occurrence of inbreeding.
However, it is essential to note that although literary works can reflect social conditions of a particular time period, not everything portrayed in them is necessarily accurate.The reality depicted in these works is often a product of the author's imagination and may not be entirely reflective of the social culture of the people.
In Kaba Si Buyuang Karuik, the focus on social aspects is more centered on the independence of Karudin and Syamsiah in interacting with communities outside their hometown of Pariaman.The story portrays their interactions with people of various ethnicities in Padang, Medan, Palembang, and Betawi, which highlights the importance of independence, a crucial aspect of the Pancasila student profile, and can serve as a valuable learning opportunity for students.

Methodology
Kaba Si Buyuang Karuik (SBK) was authored by Syamsuddin St. Radjo Endah and was first published in 1960 by Pustaka Indonesia Bukittinggi.It was later republished by Crystal Multimedia in 2021.The sociological approach to analyze the values in SBK that intersect with the dimensions, elements, and sub-elements of independence is the sociology of literature, which views literature as a reflection of people's lives.This approach treats literature as a social document and reflects the situation during the time of its creation.
The data collection process involved an intensive reading of Kaba Si Buyuang Karuik to find words, clauses, and sentences that contain the dimensions, elements, and sub-elements of independence.The data was then noted and classified according to the elements and subelements.The triangulation technique was used to validate the data, which involved consulting experts in Minangkabau language and literature as well as traditional leaders.The data in sentences containing dimensions, elements, and sub-elements were analyzed using the technique of comparing and equating to find similarities, make interpretations, and conclude.
The results of the data analysis are presented in a qualitative descriptive form using simple language.

Summary of the story of Kaba Si Buyuang Karuik
Siti Jamilah and her husband, Bagindo Baha, are parents to two children, a son named Karudin (10 years old), who is often referred to as Buyuang Karuik, and a daughter named Syamsiah (6 years old).The incident occurred when Karudin was assisting his sister Syamsiah in the kitchen by cooking rice.Suddenly, Bagindo Baha's favorite chicken, a big cock, jumped onto the ceiling and fell into the pot, causing the rice to spill into the ashes, rendering it inedible.
After Bagindo Baha's favorite chicken fell into the pot of rice that Karudin and Syamsiah were cooking, Karudin became angry and hit the chicken, causing it to die immediately.He quickly realized the consequences of his actions and felt remorse.Syamsiah, who witnessed the incident, was frightened and informed their father, who was fishing at sea.Upon learning of the incident, Bagindo Baha became angry and intended to punish Karudin.Syamsiah then hurried home to meet her brother.
Upon hearing Syamsiah's report, Karudin became apprehensive and apprehended his father's potential reaction when angry.As a result, he made the decision to run away from home to avoid being punished.Syamsiah could not bear the thought of her brother leaving alone, as she was also afraid of facing her father's wrath for not being able to locate Karudin.Eventually, Karudin took his sister with him and fled to Padang.
The journey of Karudin and Syamsiah to Padang was marked by various experiences, some of which were positive.Their kind and gentle nature made them popular with many people they encountered along the way.Consequently, Karudin was offered a place to live and work with a prosecutor named Angku Jaksa, while Syamsiah was adopted by a tavern owner named Uniang Sari Anun.
Considering Angku Jaksa's upcoming reassignment to Palembang, he expressed an interest in having Karudin accompany him.Following a consultation with Uniang Sari Anun, whom he regarded as a parental figure, Karudin accepted the invitation.Meanwhile, Syamsiah remained under the care of Uniang Sari Anun.
To summarize, Karudin thrived in his new life in Palembang and saved enough money to express his interest in pursuing trade to Angku Jaksa.Meanwhile, Syamsiah was left behind in Padang when her brother departed for Palembang three years earlier.After her adoptive parents' shop was destroyed by fire, she was forced to move to Medan.Unfortunately, the siblings have not communicated with each other since Karudin's relocation to Palembang.
Shortly after moving to Medan, Syamsiah's adoptive father passed away due to illness, leaving her adoptive mother without a means of support.Fortunately, at that time the Dutch were seeking helpers to be taken to Betawi, and Syamsiah was accepted for the work.
In due course, Karudin decided to pay a visit to his parents in the village, together with his wife, children, and in-laws, to introduce them to his family.He also reminisced about his long-lost sister, Syamsiah, whom he had not seen in years.Upon arriving in the village, he was glad to find that his parents were still in good health.
During his visit to his parents in the village with his wife, children, and in-laws, Karudin was shocked to discover that his wife, Siti Sarinam, was his biological sister, Syamsiah.He hadn't recognized her due to the long period of separation and her change of name.Syamsiah explained why she had taken on a new name.Ultimately, it was decided that Karudin and Syamsiah's marriage had to be annulled.To avoid embarrassment, it was reported that Syamsiah had returned to the village due to her husband's death.Karudin went on to marry Rabiah, the daughter of Mandeh, while Syamsiah married Saidi Tamam.

The dimensions of independence, elements, and sub-elements in Kaba Si Buyuang Karuik
After conducting a thorough reading and analysis of Kaba Si Buyuang Karuik, several sentences reflecting the dimension of independence in the Pancasila Student Profile were identified.These sentences can be observed in the following The initial theme of the Kaba of Si Buyuang Karuik is one of self-awareness and understanding of one's context.The Kaba provides a quote that is relevant to the situation faced by Buyuang Karuik (Karudin) when he accidentally killed his father's beloved chicken, causing him to fear his father's wrath.In this situation, Karudin realized that his actions could put himself and his sister in danger, so he told his sister to stay home.He understood that he must take full responsibility for his actions.
Karudin's actions demonstrated a lack of maturity and foresight, which ultimately led to significant consequences.It is essential for students to learn from Karudin's experience and understand the importance of taking responsibility for one's actions.As children reach the end of phase C, they may still be focused on avoiding punishment or negative consequences when they make mistakes.However, as they continue to grow and develop, it is important for them to learn to take responsibility for their actions and to consider the impact of their behavior on others.
To help students internalize the dimension of independence, teachers can assist students in identifying factors that support their growth and development, and work to optimize these factors.Similarly, when students identify deficiencies that may hinder their growth, teachers can help them to overcome these challenges in a supportive and constructive way.This approach can help students develop greater self-awareness and become more independent individuals.High levels of self-awareness can result in improved decision-making abilities (Dierdorff & Rubin, 2015).
Karudin's decision to avoid taking responsibility for the death of his father's favorite chicken reflects his weakness in facing the consequences of his actions.Teachers can use this as an opportunity to reflect on the importance of responsibility and encourage students to learn this skill from an early age.Running away from problems is not a viable solution, and teachers should emphasize this.While it is natural for someone to become angry when mistakes are made, it is not always the case that this anger will lead to physical harm, as Karudin feared.Teachers can help students understand that they have the ability to take responsibility for their actions and handle the consequences in a mature and responsible manner.This can be a valuable lesson in the development of a student's character and sense of independence.
The decision to involve others because of the inability to refuse, accompanied by compassion, is not something that needs to be developed.The students emphasized the understanding that it was not necessarily an act with good intentions; in this case, Karudin wanted to prevent Syamsiah from his father's anger, which would also lead to goodness.Provide proof of quotations to Kaba that support the statement.This evidence includes: Pada waktu itu, lewat orang di jalan, dilihat anak yang berdua, berbaju bertambal-tambal, rupanya kurus kurang makan.(Endah, 2021, p. 11) The quoted passages provide evidence that Karudin's intentions to take Syamsiah with him were not necessarily with good intentions, as he himself was unable to provide proper food for his sister.At the age of 10, Karudin and his sister were observed by others as being underfed and poorly clothed.They were often hungry and had to rely on guavas that fell from trees for sustenance.Similarly, they had to drink from gutters when thirsty, although the water was still clean and clear at that time.This serves as an example to students that running away from problems and involving others in their mistakes is not a solution and can lead to new problems.If they were in a similar situation today, they would likely be taken by social services as they were considered beggars and outcasts.The second element of self-understanding and the situation at hand that is found in Kaba Si Buyuang Karuik and should be internalized into students is when Karudin and Syamsiah arrive in the city of Padang.Children who have not been able to provide for themselves are required to maximize the abilities and skills they have acquired while with their parents.These abilities and skills indeed take time to come.Teachers emphasize this to students.What are these skills?Teachers can provide evidence of the following quotations.
Adapun Buyuang Karuik, tidak pula menghentikan tangan, ditolongnya orang membasuh piring, ditolongnya membelah kayu, sedang si Syamsiah, ditolongnya pula meruntih cabe, mengupas-ngupas kentang, apa yang disuruh ia pergi, cepat kaki ringan tangan, namun selera lepas juga, karena elok perilaku, orang pun sayang, karena jujur maka orang pun iba.(Endah, 2021, p. 21) The quote highlights the resourcefulness of Karudin and Syamsiah as they try to survive while sleeping in a rice stall.Karudin, who is only 10 years old, demonstrates his ability to split wood for firewood and wash dishes without hesitation.On the other hand, Syamsiah, who is only six years old, is also able to contribute by peeling potatoes and grinding chillies.These skills were likely taught to them by their parents and are essential in helping them get by in difficult situations.Teachers can emphasize to students the importance of learning practical skills that can be useful in their daily lives.
Teachers can emphasize the importance of independence in students and the need to develop skills to be self-sufficient.Karudin and Syamsiah chose to run away from home due to fear of being scolded by their father, but they also had to face the risks associated with such actions.Fortunately, they had been taught basic life skills by their parents, which enabled them to survive on their own.This highlights the importance of teaching children self-sufficiency and practical skills from a young age, as it prepares them for unforeseen circumstances and helps them to navigate the challenges of life.Without these skills, children may struggle to survive on their own in difficult situations.Therefore, it is crucial for teachers to encourage and promote independence in their students, so that they can become responsible and self-sufficient individuals.
"Quick hands, light feet" is a reminder of the importance of being agile and dexterous, as it helped Karudin and Syamsiah in their difficult situation.Teachers can use this as a lesson for their students and emphasize the relevance of this maxim in today's world.Are students still practicing such skills?It is crucial for teachers to internalize this message and encourage students to develop physical and practical skills that can help them in challenging situations.
An educator can also use the following quote as a reinforcer of the importance of independence for students.
Encouraging diligent, honest, thrifty, and humble behavior, as well as initiative, is crucial for students.Teachers should promote self-motivation and independence in their students, urging them to take the initiative and not wait to be reminded repeatedly to complete tasks.By being proactive and efficient, students can become responsible and successful individuals capable of making meaningful contributions to society.
In Si Buyuang Karuik's Kaba, in addition to self-understanding and situational elements, there are also elements of self-regulation.The text suggests that at the age of 10, students should be aware of how other people, situations, and events can influence the emotions they feel, and strive to express their emotions appropriately by considering the feelings and needs of those around them.This emphasizes the importance of self-awareness and self-control in emotional expression, as well as the ability to empathize with others.Teachers can use this as a guide to help students develop self-awareness and self-control in emotional expression, as well as the ability to empathize with others, and promote the development of emotional intelligence in their students.From Karudin's behaviour, we can learn about the importance of making independent decisions.After living in Padang and working for Angku Jaksa, the prosecutor asked Karudin to move to Palembang.Karudin was faced with the decision of whether to join Angku Jaksa to Palembang or stay in Padang, which meant taking the risk of finding a new job.This situation highlights the importance of being able to make independent decisions, even when faced with risks and uncertainties.Students can learn from Karudin's experience by understanding the importance of taking responsibility for their own decisions and being prepared to face the consequences of those decisions.
In this instance, Karudin demonstrates an understanding of the emotions and needs of others, particularly Uniang Sari Anun, whom he regards as a parental figure.He takes into account her feelings and considerations when making decisions, as seen when he chooses to stay in Padang instead of moving to Palembang with Angku Jaksa.This behavior can serve as a model for students to understand the importance of empathy and consideration for the feelings of those around them in decision-making processes.
The phrases are "slowly" giving students an understanding of Karudin's behaviour in respecting others.He can express emotions appropriately by considering the feelings and needs of others around him.
In addition to expressing emotions quickly, through Karudin's character, students are taught the behaviour of not choosing jobs.The main goal in looking for a job is to meet the needs for food and clothing.Teachers can use the following quotes.
Menjawab si Buyuang Karuik, "Saya ini orang Pariaman, bermaksud mencari kerja, apa kerja saya turut, asal perut dapat makan, mencari pakaian untuk menutup tubuh."(Endah, 2021, p. 21) Based on the provided quotes, it appears that Karudin values the opinions of others and seeks advice before making decisions.For example, he consults Uniang Sari Anun, whom he considers a parental figure, about whether to move to Palembang or stay in Padang.Additionally, he acknowledges his young age and lack of critical thinking skills, suggesting that he is open to learning and self-improvement.
Hence, the attitude that educators may impart to students based on Karudin's response to other people's advice is the significance of seeking advice and taking into account the opinions of others, particularly those who possess more knowledge and experience.Recognizing that we do not have all the solutions and acknowledging the insights and guidance of others demonstrate maturity and humility.
Mendengar kata yang demikian itu, menjawab pula si Buyuang Karuik, "Berkaitan dengan ajaran Uniang, kalau malam dijadikan bantal, jika siang dijadikan tongkat."(Endah, 2021, p. 29) Mendengar kata Sutan Pasisia, disimakkan saja dalam hati, dibuhul diikat erat, lalu menjawab Buyuang Karuik, "Berkaitan dengan nasihat Mamak, saya pegang dan genggam teguh, kalau setetes saya lautkan, kalau sekapal saya gunungkan."(Endah, 2021, p. 29) The quote provided seems to suggest that Karudin is open to feedback and willing to learn from others.He references the teachings of Uniang Sari Anun and indicates that he values her advice and guidance.The quote can be used by teachers to highlight the importance of being receptive to feedback and considering the wisdom of others when making decisions.By showing students that it is okay to seek guidance from others, they can learn to be more open-minded and receptive to feedback, which can help them grow and develop as individuals.
The first quote pertains to Karudin's response when seeking Uniang Sari Anun's opinion on Angku Jaksa's offer for him to relocate to Palembang.Uniang recommended that Karudin accept the offer and move to Palembang.Karudin was pleased with Uniang's response, as it aligned with his own hopes and desires.Teachers may use this quote as a learning element in the context of seeking advice from trusted individuals and being receptive to their feedback.
The statement, "if night, I used it as a pillow, and during the day, I used it as a stick," is Karudin's response to the criticism he received for working as a servant for Angku Jaksa.The metaphor suggests that Karudin was able to handle the criticism and insults during the day, using them as a motivation to work harder and prove his worth.At night, he would use the same criticism as a source of comfort, reminding himself of the challenges he had overcome and the progress he had made.
Nonetheless, the quote can still be used to emphasize the importance of seeking guidance from those who have more experience and knowledge, as Karudin himself sought advice from Uniang Sari Anun.Teachers can use this quote to encourage students to seek guidance and support from trusted mentors and to develop resilience and perseverance in the face of criticism and obstacles.
Karudin exhibited a similar response when he received an answer from Angku Jaksa regarding his desire to start a trading business using his savings.He used the same pattern of expression, answering politely and showing reasonable emotional control despite being only 10 years old at the time.This demonstrates his ability to internalize the importance of seeking advice and considering the opinions of others.Teachers can use this as a learning element to encourage their students to develop similar attitudes towards seeking advice and emotional regulation.When seeking approval from others, individuals often employ a convergence strategy, modifying their communicative behavior to align with their interlocutor's behavior and become more alike (Li et al., 2019).
In addition to the use of proverbs, Kaba Si Buyuang Karuik also offers an advantage as internal material for the independence dimension of the Pancasila student profile using rhymes.This is consistent with the practice in Minangkabau culture, where people commonly use expressions such as pantun, petatah petitih, thimbles, mamangan, and pameo, many of which are found in Kaba (Navis, 1984).By incorporating quotes in the form of rhymes from Kaba into their teaching, teachers can make the learning of independence more engaging and energizing for students.
Kalau pandai berkain panjang Lebih seelok kain sarung; Kalau pandai berinduk semang Lebih seelok saudara kandung Kayu damar rapuh tangkai Diambil usah dilangkahi; Lurus dan benar kalau dipakai Selamat badan kemana pergi (Endah, 2021, p. 23) In this quote, Karudin and Syamsiah are advised to be resourceful and attentive to their employer's needs when working outside of their hometown."Taking the heart" of the employer is not achieved through fake behavior, but by displaying genuine diligence, quickness, and initiative.This advice emphasizes the importance of being adaptable and responsive to new environments and situations.Teachers can use this quote to encourage students to develop qualities such as flexibility, initiative, and authenticity, which are essential for success in a rapidly changing world.
Connected with Karudin and Syamsiah's attitude, they already had independent thinking when they were 10 and 6 years old.The teacher can use the following quotation.Menjawab si Buyuang Karuik, "Adapun untuk pokok, gaji disimpan tiap bulan, begitu pula persenan pemberian, saya simpan dalam tabung, sudah dua tahun enam bulan, saya bekerja dengan Tuan." (Endah, 2021, p. 33) Mendengar kata orang itu, senanglah hati si Syamsiah, daripada melihat Sari Anun, lebih baik pergi terbang jauh, perangai sudah seperti anjing di lebuh, tidak tahu tata tertib dan sopan-santun, hilang perangai baik dahulu.(Endah, 2021, p. 47) Daripada hidup dikasihani orang, lebih baik mencari letih tulang, daripada termakan hak orang, baik memakan cucuran peluh.(Endah, 2021, p. 49) The first quote highlights Karudin's attitude of independence, which was displayed when he was asked about the initial capital, he would use for his trading business.Instead of deciding on his own, Karudin sought Angku Jaksa's opinion.Angku Jaksa inquired about the initial capital, to which Karudin responded by stating that he had been saving the salary he received from Angku Jaksa and would use the resulting savings as his initial capital.This demonstrates Karudin's ability to think independently and make informed decisions based on his own resources and savings.In Karudin's understanding, he recognizes that he is living far away from his parents because of his own actions.Consequently, he must bear the associated risks that come with this decision.He has learned to become self-reliant and independent through the lessons of life, which has involved diligently saving every penny earned from working with Angku Jaksa.
Karudin has come to understand that he is living far from his parents due to his own actions, and he must bear the consequences of his decisions.This experience has taught him the importance of independence, and he has learned to save every penny he earns from working with Angku Jaksa.
Similarly, despite being only nine years old when she moved to Medan, Syamsiah was already determined not to rely on the kindness of others to make a living.She preferred to work hard, toiling to the bone, and earning her own keep through sweat and effort.Syamsiah also disapproved of her former adoptive mother's behavior, which she perceived to be lacking in manners, rules, and propriety.

Conclusion
The descriptions found in Kaba Si Buyuang Karuik regarding the dimensions, elements, and subelements of independence in the Pancasila student profile serve to further support this perspective.The values expressed in Kaba Si Buyuang Karuik often overlap with the dimensions of independence in the Pancasila student profile.Notably, the language used in Si Buyuang Karuik's Kaba frequently features proverbs and rhymes, which provide an additional benefit for Kaba as a teaching tool for internalizing the dimensions of the Pancasila student profile.These proverbs and rhymes help to engage students and make the material more memorable, increasing their potential to develop a strong sense of independence.
The attractive language style of Kaba Si Buyuang Karuik serves as an additional motivation for students to learn not only cognitive but also affective aspects related to the dimensions, elements, and sub-elements of the Pancasila student profile.By incorporating literary language, such as the use of expressions and proverbs, students are encouraged to engage more deeply with the material and internalize its values.The use of such language adds an element of cultural richness to the learning experience and can foster a deeper appreciation of the cultural heritage of Minangkabau.
research activities involve the development of innovative educational tools and methods to provide personalized learning experiences and investigating the impact of technology on student engagement and academic achievement.The research reported in this paper is part of a broader project aiming to integrate traditional cultural materials into formal education.Utilizing a sociology of literature approach, we identified values from the Minangkabau literary work, "Kaba Si Buyuang Karuik," that align with the dimension of independence in Pancasila, Indonesia's state ideology.This endeavor not only contributes to enhancing students' enthusiasm and understanding of independence but also addresses broader issues concerning the preservation and promotion of Indonesian cultural heritage within education.The findings from this research will serve as a foundation for further initiatives to enrich national values and foster a deeper sense of identity among Indonesian students.

Statements and Declarations
We wish to confirm that there are no known conflicts of interest associated with this publication and there has been no significant financial support for this work that could have influenced its outcome.We confirm that the manuscript has been read and approved by all named authors and that there are no other persons who satisfied the criteria for authorship but are not listed.We further confirm that the order of authors listed in the manuscript has been approved by all of us.We confirm that we have given due consideration to the protection of intellectual property associated with this work and that there are no impediments to publication, including the timing of publication, with respect to intellectual property.In so doing we confirm that we have followed the regulations of our institutions concerning intellectual property.We understand that the Corresponding Author is the sole contact for the Editorial process (including Editorial Manager and direct communications with the office).He/ she is responsible for communicating with the other authors about progress, submissions of revisions and final approval of proofs.We confirm that we have provided a current, correct email address which is accessible by the Corresponding Author.

Table . The Sentences within Kaba Sources Elements
Kalau begitu kata Upiak, baik berjalan kita sekarang, sebelum hari terlalu petang."(Inresponse,Upiak suggested, "Let us proceed now before the day grows too late.")daripadahidupdikasihani orang, lebih baik mencari letih tulang, daripada termakan hak orang, baik memakan cucuran peluh (instead of living on pity from others, it is better to seek the fatigue of one's efforts; instead of consuming others' rights, it is more honorable to earn one's sustenance through hard work and sweat)Endah, 2021, p. 49independent thinking