<![CDATA[This phenomenological study examines how teachers at SMA Negeri 2 Plus Sipirok organize the Pancasila Student Profile Strengthening Project (P5) across planning, implementation, evaluation, and strategic management. Twenty-three purposively selected participants—one principal, two vice-principals, and twenty teacher-facilitators—contributed data through semi-structured interviews, two months of participant observation, and analysis of 15 institutional document types. Data were analyzed iteratively through condensation, display, and conclusion drawing/verification, with source and method triangulation, prolonged engagement, member checking, peer debriefing, and an audit trail supporting trustworthiness. Findings show that P5 planning was participatory and needs-based, using student surveys and deliberation to connect national themes with Sipirok culture. Implementation combined authentic, student-centered projects with local products, traditions, and community partnerships; 87.3% of students were actively involved and 91.2% reported a deeper understanding of Pancasila values. Character reports showed gains in creativity (22.1%), global diversity (19.8%), mutual cooperation (18.4%), independence (15.7%), critical reasoning (12.3%), and faith and noble character (9.6%). Strategic analysis identified visionary leadership and the 69.6% proportion of Guru Penggerak among facilitators as strengths, while 70% of informants displayed a collective strategic blind spot regarding external continuity risks. The study develops the PELA-KELS model, which integrates participatory leadership, teacher agency, local wisdom, authentic assessment, amanah, and muhasabah. These findings imply that sustainable P5 governance requires equitable teacher capacity-building, institutionalized community partnerships, calibrated assessment, and explicit succession and policy-risk planning.]]>
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