ABSTRACT
Vocational
skills play an essential role in preparing individuals to enter the workforce,
especially for deaf students who require specialized approaches in developing
practical skills to enhance their independence and social participation. For
deaf students, vocational education not only supports job readiness but also
contributes to building self-confidence and social adaptation. This study aims
to describe the implementation of the Pancasila Student Profile Strengthening
Project (P5) in vocational skills for deaf students at SLB Tunas Kasih
Surabaya. The focus of this research is on the learning strategies, including
planning, implementation, and evaluation of vocational training applied in the
school, covering skills in painting, dance, graphic design, culinary arts, and motorcycle
washing. This study uses a descriptive qualitative method, with data collected
through interviews, observations, and documentation. Data analysis is conducted
using Miles and Huberman’s techniques, including data reduction, data
presentation, and drawing conclusions, with data validity tested through
credibility, transferability, dependability, and confirmability. The results
indicate that challenges in vocational education include limited visual media
and sign language communication skills among teachers. This study is expected
to contribute to developing more effective and adaptive vocational learning
strategies for deaf students. The implications of this study's findings
indicate that vocational skills learning through the P5 program has a significant
impact on enhancing the practical skills and independence of students with
hearing disabilities at SLB Tunas Kasih Surabaya. Additionally,
vocational skills can enhance the abilities and motivation of hearing-impaired
students in their future lives.
Keywords : p5 program, vocational skills, merdeka
curriculum, deaf.