In 2021 the Government of the Republic of Indonesia through the Ministry of Education, Culture, Research and Technology (Kemendikbudristek) carried out curriculum reform at the primary and secondary education levels. The curriculum was given the theme "Merdeka Belajar/Independent Learning" or “Kurikulum Merdeka/Independent Curriculum” (Kemdikbudristek, 2022).Kurikulum Merdeka is designed to offer diverse intra-curricular learning opportunities, aiming for more effective content delivery to provide students with ample time for concept exploration and competency enhancement (Arung et al., 2023). Educators are granted the freedom to select from a range of teaching tools, enabling them to tailor instruction to meet the unique learning requirements and interests of their students. In addition to freedom, the content, an important point in the independent curriculum, is the formation of a Pancasila student profile by the mandate of the law. There are at least 6 profiles of Pancasila students formulated by the Ministry of Education and Culture namely Faith, Global Diversity, Cooperative collaboration, Self-reliance, as well as Analytical and Imaginative thinking (Irawati et al., 2022) (Rachmawati et al., 2022) (Widyastuti, 2023).

Changes to the curriculum that have been formulated certainly have an impact on the direction of learning development because the teachers have to adjust to the direction of the curriculum as a reference for implementing education (Rohmah et al., 2023). The Government of Indonesia has initiated the kurikulum merdeka Policy to support Indonesia's educational vision and learning recovery (Dwiputra et al., 2023). Curriculum content that has changed requires teachers to be able to adapt both in terms of teaching competence and the development of learning content which requires them to be able to manifest the values of Pancasila student profiles which are expected to be achieved through the learning process (Irawati et al., 2022). One form of teaching material that can be a means for teachers to realize learning by the demands of the curriculum is teaching modules (Wijayanti et al., 2022). The implementation of the Merdeka Learning curriculum at least increases the position of the need for modules to be improved according to the needs of the Independent Learning curriculum.

Modules are educational resources utilized for learning, encompassing subject matter, methodologies, constraints, and systematic and engaging assessment methods, all structured to attain the desired learning outcomes in alignment with objectives (Utomo et al., 2020). E-module is an electronic-based learning media which consists of text, images, animation, graphics, and video (Suanto, 2023).

E-Module is a form of teaching device that is used by teachers to carry out learning to achieve Pancasila Student Profile and the Learning Outcomes. E-module is an elaboration of the Learning Objectives Flow and is arranged according to the phases or stages of students' development (Sumarmi et al., 2021). The characteristic of the module is to provide learning on the material directly to students in the form of the form activities or students' worksheets (Arlika et al., 2021)(Rahmadhani & Efronia, 2021). The followings are characteristics of electronicbased teaching modules:

Electronic-based teaching modules at the vocational education level are used as learning media for students to be able to carry out vocational practicum (Pamungkas et al., 2021)(Susilawati et al., 2022) activities by the competencies in the specific fields occupied (Karnando et al., 2021). The implementation of the independent learning curriculum at vocational education level requires teachers' capability to compile teaching modules that have integration with the profile of Pancasila students (Wijayanti et al., 2022). This profile can be implemented from the material aspect, students' activities as well as aspects of assessing the students' learning outcomes.

Various types of media that can be used in digital modules are an advantage that makes this type of module an option in the process of developing vocational learning. Using multimedia can increase students' motivation and learning activities (Adegoke, 2010). The continuity nature of the material contained in the digital module also has an impact on the students’ learning outcomes at the vocational level ((Herlandy & Novalia, 2019); (Parlindungan et al., 2020)). Based on this explanation, the characteristics of a good digital module are such as owning learning material that is direct, student-centered, consisting of various types of learning media, and presenting repeated learning to improve students’ achievement in Vocational High Schools.

The Muhammadiyah educational institution, apart from integrating the values ​​of the Pancasila student profile, also has a special profile, namely Al Islam and Kemuhammadiyahan (Ismail, 2020) (Zulfarno & S, 2019). Based on observations made at Muhammadiyah Vocational Schools in Pekanbaru City which consisted of three (3) schools, it was found that teachers designed no modules to integrate Pancasila and Al Islam and Kemuhammadiyahan student profiles (Akso et al., 2022). The reason verbally was said by the vocational teachers that they had not received the appropriate format and did not fully understand how to compile integrative modules.

Based on this explanation, a research was needed related to the development of integrative teaching modules so that later it could become a reference for teachers in developing teaching modules. Based on this opinion, the researchers were interested in carrying out a study entitled "Developing Digital Teaching Modules Integrated with Pancasila and Al-Islam Kemuhammadiyahan Student Profiles on Vocational Fundamentals Material at Muhammadiyah Vocational High School Pekanbaru City". This research was conducted in order to contribute to educational quality improvement, especially vocational learning at Vocational High School (henceforth; SMK). The results of further development will be implemented in the teaching and learning process in the classroom by information technology vocational teachers at Muhammadiyah Vocational School in Pekanbaru City. The digital module that will be developed will later become a prototype for teachers in schools, especially at the SMK level (Mertayasa et al., 2022)(Setiyani et al., 2020) in developing integrated vocational learning and by the demands of independent learning curriculum.

Module development with the spirit of integration is important to bridge the dimension of Pancasila student profile as character content in the independent curriculum with the specification of Islamic character learning which has been owned for a long time by Muhammadiyah charities through schools and universities (Rahayuningsih, 2021)(Rusnaini et al., 2021). The integration between Pancasila student profiles and Al Islam and Kemuhammadiyahan (henceforth; AIK) character values can produce holistic and comprehensive learning for the formation of students' character through the implementation of an independent curriculum (Irawati et al., 2022).

In addition to implementing independent learning and integrating Pancasila student profiles, the modules developed were also equipped with various learning visualization innovations that align with the development of Industrial Revolution 4.0 (Herlandy & Purwanto, 2022). The modules developed align with the characteristics of Industry 4.0 and their implications for vocational schools. The modules were developed by using the Integration of digital technologies (Engeness, 2021), focusing on interdisciplinary skills, emphasizing on lifelong learning, and adopting smart manufacturing practices (Hussin, 2018). Overall, the module development in vocational education is closely aligned with the principles and characteristics of Industry 4.0. As vocational schools adapt their curriculum to reflect the changing needs of the workforce, students are better equipped to thrive in the era of digital transformation and contribute to the success of the industries they serve.

This visualization is the main attraction of the modules developed to make students comfortable and have the motivation to learn using these digital modules. The types of visuals displayed are in the form of hypertext media, video tutorials, and learning animations. Integrating these visual innovations into digital modules, educators can create dynamic and interactive learning experiences that capture students' attention (Samah et al., 2022), foster curiosity (Rifai et al., 2020), and enhance their overall learning outcomes (Lau & Agius, 2021). These visual enhancements do not only increase students’ motivation but also promote a deeper understanding and retention of the course material.

To achieve the objectives of the research carried out, it was necessary to describe the research design that would be applied. The research was conducted by applying the type of development research. Development research is a method used to make products and test the effectiveness of the results of these products(Sugiyono, 2017). In this research, the product developed was a digital module for vocational basics which was integrated with Pancasila student profiles and AIK scores. To achieve the intended module development, a development design stage was needed. The design applied to this research was the Sadiman development (Sadiman, 2012). The development design adapted from the Sadiman model could be illustrated as follows.

The selection of the Sadiman’s development method compared to other development methods was because from the details of the Sadiman development method, there were steps that match the characteristics of module development (Sari et al., 2020) (Wibawa et al., 2021). These steps included developing material points and then writing media scripts that could be applied in developing digital modules (Maldini et al., 2021). Activities at each stage of Sadiman's development carried out in this study are described in the following table.

This research was conducted at several locations according to the development function carried out. The development of digital modules is carried out at the Microteaching Laboratory of FKIP (Faculty of Teacher Training and Educational Science) Muhammadiyah University of Riau. The module trial was carried out at all Muhammadiyah Vocational Schools in Pekanbaru City, namely Muhammadiyah 1 Vocational School, Muhammadiyah 2 Vocational School, and Muhammadiyah 3 Vocational School, Pekanbaru City. The consideration for choosing these schools is because all Muhammadiyah Vocational Schools in Pekanbaru City have expertise programs in the field of information technology.

Primary and secondary data in this study were obtained through research tools or instruments. The research instrument is a set of tools that can be used to measure something, especially in this research to measure the results of the module development that has been done. Data in this study were collected using non-test instruments. These instruments included observation sheets, validation questionnaires, and test questionnaires to find out the responses of SMK students. The item details of each research instrument used could be formulated as follows.

The data analysis used in this study was descriptive quantitative. Data that had been obtained through alpha and beta testing were analyzed using descriptive statistics.

The quantitative data in the surveys for assessing media validation, material evaluation, software design experts, and learner feedback were represented on a Likert scale ranging from 1 to 4. The score data that had been obtained were then converted into the form of a scale of 4 which can then be interpreted and described as in Table 3.

This research was conducted with the support of the board of Higher Education, research, and development of PP Muhammadiyah and Lazismu Indonesia. In addition, this research was also supported by Universitas Muhammadiyah Riau.