Evaluasi Pengaruh Proyek Penguatan Profil Pelajar Pancasila (P5) dalam Meningkatkan Keterampilan Non-Kognitif Siswa SMA Muhammadiyah 8 Ciputat

Diaz Arya Dimaskara; Mahmudin Sudin

doi:10.59996/sosiosaintika.v4i1.957

Authors

Diaz Arya Dimaskara Universitas Muhammadiyah Jakarta
Mahmudin Sudin Universitas Muhammad Jakarta

DOI:

https://doi.org/10.59996/sosiosaintika.v4i1.957

Keywords:

Project for Strengthening the Pancasila Student Profile (P5), Non-Cognitive Skills, Merdeka Curriculum, Project-Based Learning, Educational Program Evaluation

Abstract

This study aims to evaluate the impact of the Project for Strengthening the Pancasila Student Profile (Proyek Penguatan Profil Pelajar Pancasila/P5) on improving non-cognitive skills among tenth-grade students at SMA Muhammadiyah 8 Ciputat. The research employed an evaluative method with a mixed-methods approach, combining quantitative and qualitative data. Quantitative data were collected through a non-cognitive skills questionnaire administered to 60 students before and after the implementation of P5, while qualitative data were obtained through observations and interviews with students and teacher facilitators. Quantitative analysis was conducted using a Paired Sample T-Test to examine differences in students’ non-cognitive skills, whereas qualitative data were analyzed through data reduction, data display, and conclusion drawing. The results indicate that the implementation of P5 has a significant and positive effect on students’ non-cognitive skills, particularly in the dimensions of collaboration (gotong royong), independence, and critical and creative thinking, as evidenced by increased Pretest and Posttest scores with significance values below 0.05. Qualitative findings further reveal positive changes in students’ learning attitudes and behaviors, including increased participation, responsibility, and teamwork in project-based learning activities. Therefore, this study concludes that P5 is an effective learning strategy for strengthening students’ non-cognitive skills and holistically fostering the Pancasila Student Profile within the implementation of the Merdeka Curriculum.

References

Abd Wahid, N., Raja Sulaiman, R. H., Mohd Yunus, A., & Noruddin, N. (2021). Sorotan terhadap metode pengajaran dan pembelajaran balaghah tradisional dan kontemporari. International Journal of Advanced Research in Islamic Studies and Education (ARISE), 1(3), 2021.

Abdillah, R. (2017). Analisis teori dehumanisasi pendidikan Paulo Freire. Jaqfi: Jurnal Aqidah dan Filsafat Islam, 2(1), 1–21.

Arasy, A., Tsaqila, D. Q., & Gusmaneli, G. (2025). Mengapa minat belajar siswa dalam PAI rendah? Analisis dan strategi peningkatan. Jurnal Pendidikan Islam, 3, 82–90.

Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

Ellitan, L. (2009). Implikasi teori kognitif Jean Piaget dalam pembentukan kepribadian Muslim pada anak usia sekolah 7–12 tahun. Jurnal Pendidikan Dasar, 19(19), 19.

Fahri, M., & Zainuri, A. (2022). Moderasi beragama di Indonesia. Religions, 13(5), 451.

Fukue-jima, I., Fuke, Y., Iwasaki, T., Sasazuka, M., & Yamamoto, Y. (2021). Pentingnya keterampilan belajar di abad 21 sebagai tuntutan dalam pengembangan sumber daya manusia. Jurnal Pendidikan dan Pembelajaran, 71(1), 63–71.

Hafizatul, K. (2020). Pemanfaatan aplikasi Kinemaster sebagai media pembelajaran berbasis ICT. Prosiding Seminar Nasional, 43.

Kemendikbudristek. (2022). Panduan Proyek Penguatan Profil Pelajar Pancasila. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Khoirunikmah, B., Marmoah, S., & Indriayu, M. (2022). The effect of social skills and emotional intelligence on learning outcomes of elementary school students. International Journal of Elementary Education, 14(2), 877–894.

Kholif. (2025). Penguatan karakter dan kecakapan abad 21 melalui pembelajaran sosial emosional. Jurnal Pendidikan Karakter, 3(1), 6.

Marsyitah, I., & Sisdiana, E. (2024). Pengelolaan pendidikan karakter dalam pengembangan soft skill siswa. Jurnal Manajemen Pendidikan, 10(2), 739–750.

Mohamad Ramli, Y. (2012). Agama dalam tentukur antropologi simbolik Clifford Geertz. International Journal of Islamic Thought, 1(1), 62–73.

Nurvahana. (2025). Strategi efektif mengintegrasikan pembelajaran sosial emosional dalam pembelajaran abad ke-21. Jurnal Pendidikan Abad 21, 3(2), 70–75.

OECD. (2019). OECD Learning Compass 2030: A series of concept notes. Paris: OECD Publishing.

Putri, S. N., Setiani, E., Sandy, F., & Al Fath, M. (2023). Building character education based on the Merdeka Curriculum towards Society Era 5.0. Pedagogik: Jurnal Pendidikan, 18(2), 194–201.

Sarinah. (2025). Persepsi siswa terhadap pembelajaran Pendidikan Agama Islam di sekolah dasar. Jurnal Pendidikan Agama Islam, 3(1), 249–257.

Sucipto, S. A., & Susanti, A. (2024). Center of excellence assistance model: Is it effective to improve vocational school management in Central Java? Cakrawala Pendidikan, 43(3), 619–629.

Susanti, M., Marsidin, S., & Karneli, Y. (2024). Pendidikan humanis dan dialogis: Implementasi pemikiran Paulo Freire dalam bimbingan dan konseling. Jurnal Kajian dan Pengembangan Umat, 7(2), 165–174.

Suud, F. M., & Subandi. (2017). Kejujuran dalam perspektif psikologi Islam: Kajian konsep dan empiris. Jurnal Psikologi Islam, 4(2), 121–134.

Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.

UNESCO. (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO.

Wahyudi, A. (2020). Memahami intelektualitas anak: Studi atas faktor-faktor penunjang perkembangan intelektual anak dan implikasinya. Jurnal Al-Fatih, 3.

Wang, F., & King, R. B. (2025). Socio-emotional skills matter for academic resilience: A global perspective. Learning and Individual Differences, 123, 102758.

Wigati, I., & Muhtarom, M. (2017). Paradigma humanisme pendidikan Islam pada anak usia dini. Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 44–60.