Implementing the Pancasila Student Profile Strengthening Project (P5) through IPAS (Natural and Social Sciences) Instruction: Fostering Responsibility among Elementary School Students

The implementation of the Pancasila Student Profile Strengthening Project (P5) in primary schools often remains ceremonial and is not fully integrated into students’ character development. This study examines the implementation of P5 in Natural and Social Sciences (IPAS) learning on environmental protection and its contribution to fostering responsibility among fifth-grade students. A descriptive qualitative approach was employed, involving the principal, a fifth-grade teacher, and five students at SD Negeri 088 Panyabungan. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The findings show that the Sustainable Lifestyle theme was implemented through four stages: introduction, planning, implementation, and evaluation/reflection. Project activities included recycling plastic bottles into plant pots, maintaining a classroom garden, and sorting organic and inorganic waste. These activities fostered four indicators of responsibility: completing assigned tasks, being accountable for actions, carrying out scheduled duties, and collaborating in groups. Supporting factors included school leadership, teacher involvement, available facilities, and student participation. However, uneven student awareness and limited implementation time remained challenges. This study highlights the potential of context-based environmental projects to strengthen responsibility among primary school students.