Teachers Challenges in Integrating the Pancasila Student Profile Strengthening Project (P5) into Intracurricular Learning at Elementary Schools

Abstract

The implementation of the independent curriculum or Kurikulum Merdeka introduces the Pancasila Student Profile Strengthening Project, widely known as P5, as a core component of character education in Indonesia. This study aims to analyze the specific challenges faced by elementary school teachers in integrating P5 into their regular intracurricular learning processes. Despite the positive objectives of the policy, field observations indicate a significant gap between curriculum expectations and actual classroom execution. Utilizing a qualitative descriptive method, data were collected through comprehensive interviews, classroom observations, and document analysis involving school principals, curriculum coordinators, and homeroom teachers across several elementary schools. The findings reveal three primary obstacles. First, teachers experience difficulties in time management, often struggling to balance the P5 project hours with the demanding cognitive targets of regular subjects. Second, there is widespread confusion regarding the formulation of authentic assessment rubrics for character development, leading to subjective and inconsistent evaluations. Third, limited school funding and inadequate infrastructural resources severely restrict the execution of contextual and collaborative projects. The study concludes that the successful integration of P5 requires more than mere policy distribution. It demands intensive, hands on training for teachers regarding project based assessment and a simplification of administrative requirements by the government.