Abstrak
This study investigated the implementation of the Pancasila Student Profile Strengthening Project (P5) in English classes at SMP Negeri 8 Tarakan and the challenges teachers faced during its enactment. Using a qualitative case study design supported by interviews, classroom observations, and document analysis, the study found that P5 implementation followed a collaborative yet top-down structure in which the head coordinator determined project themes while teachers adapted them to their subjects. In English lessons, all six P5 dimensions, such as Faith and Devotion to God, Global Diversity, Mutual Cooperation, Independent Learning, Critical Thinking, and Creativity, were integrated through routines, thematic activities, and communicative tasks, with Independent Learning receiving the strongest emphasis. Despite this integration, several constraints limited optimal implementation, including uneven student participation, dependence on teacher guidance, limited time allocation, and the lack of standardized assessment tools. These issues particularly hindered the development of Independent Learning, as many students struggled with self-regulation and confidence in managing tasks independently. Teachers also relied heavily on qualitative judgment rather than systematic rubrics, resulting in inconsistent evaluation of character development. Overall, the findings indicate that while P5 values were embedded across planning, instruction, and evaluation, their success depended on teacher agency, student engagement, and institutional support, highlighting the need for clearer guidelines, improved evaluation frameworks, and stronger strategies to promote learner autonomy.