<![CDATA[This study examines the obstacles encountered by educators in executing the Pancasila Learner Profile (P5) using project-based learning (PBL) for deaf students at Sekolah Luar Biasa (SLB) in Indonesia. Through interviews and observations at seven SLB institutions, we identified several substantial barriers, including language and communication obstacles, insufficient technological support, inadequate teacher training, varying educational levels within the classroom, and inconsistent parental and community engagement. The findings indicated that deaf children frequently had restricted vocabulary and language proficiency, which impeded their capacity to comprehend instructions, articulate ideas, and fully participate in the PBL activities central to the P5 framework. The lack of suitable resources intensifies these difficulties, hindering the efficacy of visual aids and assistive equipment crucial for deaf pupils. Teacher preparedness is essential, as numerous educators lack specific training in deaf education methodologies, including competency in sign language and comprehensive communication strategies. This disparity obstructs their capacity to modify curriculum and pedagogical approaches to address the specific requirements of deaf students. Notwithstanding these obstacles, this research underscores the beneficial effects of adaptive teaching strategies, collaborative initiatives among educators, and heightened parental engagement. When educators employed practical, hands-on activities and tailored their methods to students' requirements, there was a significant enhancement in student engagement, social interaction, and skill acquisition. The study reveals that successfully implementing the Pancasila Learner Profile for deaf children requires a comprehensive approach to communication, improved teacher training, sufficient resource allocation, curriculum modifications, and the crucial re-establishment of partnerships with parents and communities.]]>
