The current implementation of the learning process is a distance learning transition
due to the co-19 pandemic in 2020 and face-to-face learning in the new normal era.
Face-to-face learning actually took place before the Covid 19 pandemic hit
Indonesia. During the Covid 19 pandemic, learning took place remotely which
resulted in alienation between teachers and students. The existence of learning loss
is one of the policies contained in the Decree of the Minister of Education and
Culture of the Republic of Indonesia No 719 / P / 2020, the impact of distance
learning is the basis of this curriculum change. In (Rachmawati et al., 2022) the
application of project-based learning is an option in the prototype curriculum which
is considered capable of supporting learning recovery due to learning loss as
character development according to the Pancasila Student Profile. The aims of the
study were (1) to describe the implementation of the Pancasila student profile
strengthening project at SD Negeri Sidanegara 04, Central Cilacap District; (2)
analyzing the strengthening of the Pancasila student profile project in the learning
process at SD Negeri Sidanegara 04, Central Cilacap District; (3) to describe the
supporting and inhibiting factors of strengthening learning in the Pancasila student
profile project at SD Negeri Sidanegara 04, Central Cilacap District. This research
took place at SD Negeri Sidanegara 04, Central Cilacap District. The research used
is field research with a descriptive qualitative approach using the Phenomenology
model. The results of this study are 1) the implementation of strengthening the
Pancasila student profile project at SD Negeri Sidanegara 04, Cilacap Tengah
District, has gone very well. 2)This P5 activity runs effectively and gives meaning
to students. The various characters formed in the implementation of the Pancasila
student profile project include being independent, mutual cooperation and creative.
3) Factors supporting P5 activities include: Internal factors include the enthusiasm
of the entire team, students and guardians of students, teachers and students have
good ability and willingness and the curiosity of students is quite high. External
factors include: Complete facilities and infrastructure that support project activities,
moral and spiritual support from outstanding student guardians. While the
inhibiting factors that become obstacles in P5 activities are the limited facilities and
infrastructure to support activities, not all students are active and lack focus,
students are still not able to be independent, limited time for teaching and learning,
and limited funding sources.