Menerjemahkan Nilai Pancasila Ke Dalam Pengalaman Belajar: Pelaksanaan P5 Di SMAN 1 Soppeng

Abstract

Pancasila values acquire educational meaning when students have opportunities to enact them through actions, decisions, and shared work. This study examines the implementation of Pancasila values through the Projek Penguatan Profil Pelajar Pancasila (P5) at SMAN 1 Soppeng, focusing on how values are translated into project activities and forms of student participation. A descriptive qualitative approach was employed through document analysis of project schedules, learning modules, activity reports, photographs, videos, and teacher and student evaluation records. The analysis involved organizing the documents, repeated reading, thematic grouping, and interpreting the relationships among Pancasila values, project activities, and student participation. The findings show that Pancasila values took operational form through the themes of Democratic Voice, Sustainable Lifestyle, and Local Wisdom, enacted through election simulations, environmental activities, the reuse of materials, product development, and entrepreneurial activities. Students participated in problem identification, planning, observation, information processing, group discussion, project implementation, and evaluation. These findings locate the practice of Pancasila values in the quality of experiences designed by the school: themes orient the values, activities create learning situations, and participation positions students as actors within those situations. P5 therefore becomes educationally meaningful when curricular values are translated into experiences involving context, action, social relations, and student responsibility. The documentary evidence establishes the opportunities for value practice provided by the school; determining changes in students’ character and the persistence of these values requires further investigation of students’ lived experiences.