IMPLEMENTASI PROJEK PENGUATAN PROFIL PELAJAR PANCASILA (P5) DALAM MEMBENTUK KARAKTER GOTONG-ROYONG SISWA DI SMPN 2 LABUAPI

Mulyadin Mulyadin
Mohamad mustari
Basariah, Basariah
Sawaludin

Pendas : Jurnah Ilmiah Pendidikan Dasar
Vol. 9 No. 4 (2024): Volume 09 No. 04 Desember 2024 In Press

The character of mutual cooperation is one of the items provided in the Pancasila Student Profile Strengthening Project Program (P5). This study aims to analyze the implementation of the Pancasila Student Profile Strengthening Project (P5) in shaping the character of student mutual cooperation at SMPN 2 Labuapi and to find out the supporting and inhibiting factors for the implementation of the Pancasila Student Profile Strengthening Project (P5) in shaping the character of student mutual cooperation at SMPN 2 Labuapi. This research uses a descriptive qualitative approach in its implementation by involving Civic Education Teachers, P5 Coordinators, Curriculum Officers, and Student Affairs. Data were obtained through interviews, observations, and documentation. The data obtained was then analyzed by the stages of data reduction, data presentation, and drawing conclusion after which its validity was tested through source triangulation techniques, triangulation techniques, and time triangulation. The results show that the implementation of P5 in shaping the character of mutual cooperation at SMPN 2 Labuapi is regulated by designing a P5 program with the theme of Voice of Democracy, Building My Soul, and Sustainable Lifestyle. In the democracy theme, several elements are applied to form the character of mutual cooperation, namely, creativity, criticism, collaboration, caring, shering. However, for this year only one theme is carried out, namely the Voice of Democracy. Its implementation is supported by the involvement of family, the surrounding environment, and cooperation between students. However, for this year only one theme is carried out, namely the Voice of Democracy. Its implementation is supported by the involvement of family, the surrounding environment, and cooperation between students. However, the effectiveness is not optimal due to the teacher's ability to compile modules, limited time, lack of student interest, and the lack of structured additional programs by teachers in the classroom.