Procedural Readiness, Substantive Constraints: Implementing P5-PPRA in an Indonesian Madrasah

Abstract

This qualitative case study examines teacher readiness and implementation constraints during the early enactment of the Pancasila Student Profile Strengthening Project and Rahmatan lil ‘Alamin Student Profile (P5-PPRA) at MAN 2 Kota Padang. Fieldwork was conducted in August 2024 through observation, interviews, and document study with 10 purposively selected informants: a vice principal for curriculum, a project coordinator, two facilitators, a sociology teacher, and five students. Source and technique triangulation supported credibility. The findings reveal a clear distinction between procedural readiness and substantive enactment. The madrasah established a facilitation team, themes, schedules, and project structures, but implementation was constrained by modules prepared while activities were already underway, uneven distribution of student responsibilities, limited time, financing pressures, incomplete coordination, and unequal group participation. The study argues that formal completion does not demonstrate mature implementation. P5-PPRA is better understood as an organizational learning process in which leadership, facilitators, teachers, students, resources, assessment, and reflection must become progressively aligned