IMPLEMENTASI PROJEK PENGUATAN PROFIL PELAJAR PANCASILA DI SMAN 8 SURABAYA 

IMPLEMENTATION OF THE PROJECT FOR STRENGTHENING THE PROFILE OF PANCASILA STUDENTS AT SMAN 8 SURABAYA 

Penelitian ini membahas implementasi Projek Penguatan Profil Pelajar Pancasila (P5) sebagai respons terhadap perkembangan zaman yang mendorong modernisasi di berbagai aspek kehidupan. Kurikulum 2013 kemudian diperbarui menjadi Kurikulum Merdeka, yang mengintegrasikan P5 sebagai sarana bagi siswa untuk memahami isu-isu masyarakat, melakukan aksi nyata, serta memberikan dampak positif sesuai dengan tahap perkembangan dan kebutuhan mereka. Penelitian ini merupakan studi kualitatif deskriptif dengan sumber data dari wakil kepala sekolah bidang kurikulum, guru koordinator P5 kelas X dan XI, serta siswa kelas X dan XI. Dilaksanakan pada semester ganjil tahun ajaran 2023/2024, tepatnya Agustus–September 2023, penelitian ini menggunakan observasi, wawancara, dan dokumentasi, serta validasi data melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa implementasi Projek Penguatan Profil Pelajar Pancasila (P5) di SMAN 8 Surabaya dilaksanakan melalui tahapan perencanaan, pelaksanaan, asesmen, evaluasi, dan tindak lanjut. Setiap tahap melibatkan kolaborasi antara guru, siswa, dan pihak eksternal seperti masyarakat dan stakeholder sekolah. Dalam pelaksanaannya, siswa aktif dalam kerja kelompok, komunikasi, dan interaksi sosial yang bermakna. Proyek-proyek yang dijalankan seperti tari kreasi dan teater budaya tidak hanya memperkuat pemahaman siswa terhadap nilai-nilai lokal dan nasional, tetapi juga menumbuhkan karakter seperti gotong royong, toleransi, kemandirian, dan berpikir kritis. Asesmen dilakukan secara holistik melalui observasi, jurnal, portofolio, dan rubrik penilaian yang mencerminkan ketercapaian dimensi Profil Pelajar Pancasila. Penerapan teori konstruktivisme Vygotsky terlihat melalui pembimbingan oleh guru dan tutor sebaya dalam zona perkembangan proksimal (ZPD), serta strategi scaffolding yang memungkinkan siswa berkembang dari kemampuan aktual menuju potensi optimal. 

This study describes the implementation of the Pancasila Student Profile Strengthening Project (P5) as a response to the evolving era that drives modernization in various aspects of life. The 2013 Curriculum was subsequently revised into the Merdeka Curriculum, which incorporates P5 as a means for students to understand societal issues, take real action, and make a positive impact according to their developmental stages and needs. This study employed a descriptive qualitative approach, with data collected from the vice principal for curriculum, P5 project coordinators for grades X and XI, and students from both grade levels. Conducted during the first semester of the 2023/2024 academic year, specifically from August to September 2023, data collection methods included observation, interviews, and documentation. Data validity was ensured through source and technique triangulation. The research findings indicate that the implementation of the Pancasila Student Profile Strengthening Project (P5) at SMAN 8 Surabaya is carried out through several structured stages: planning, implementation, assessment, evaluation, and follow-up. Each stage involves collaborative engagement among teachers, students, and external stakeholders such as the local community and school partners. During the implementation, students actively participate in group work, meaningful communication, and social interaction. Projects such as creative dance and cultural theater not only enhance students' understanding of local and national values but also foster character development in areas such as collaboration, tolerance, independence, and critical thinking. Assessment is conducted holistically through observation, student journals, portfolios, and structured rubrics that reflect the achievement of the dimensions of the Pancasila Student Profile. The application of Vygotsky’s constructivist theory is evident in the guidance provided by teachers and peer tutors within the Zone of Proximal Development (ZPD), as well as in scaffolding strategies that support students in progressing from actual to potential levels of competence.