Indonesian Journal of Educational Development (IJED)

Evaluating the alignment between needs and the availability of physical education, sports, and health facilities

2026-01-28T12:56:27+00:00

This study examines the alignment between ideal needs and the actual availability of Physical Education, Sports, and Health (PESH) facilities at the secondary school level. Adequate PESH facilities are essential to support safe, effective, and student-centered learning; however, many schools, particularly in resource-limited contexts, face persistent infrastructural constraints. The urgency of this research lies in the need to move beyond descriptive assessments of facility availability toward an evaluative understanding of gaps and policy responses. The study aims to identify the ideal PESH facility needs, assess actual facility conditions, analyze discrepancies between standards and practice, and examine school-level policies to address these gaps. A qualitative descriptive approach was employed using the Discrepancy Evaluation Model (DEM). The research population consisted of school leaders, PESH teachers, and facility management staff, with participants selected through purposive sampling based on their roles and involvement in facility management. Data were collected through observations, interviews, and document analysis. The findings reveal low to moderate alignment between ideal standards and actual provision, with significant gaps in facility quantity, quality, supporting infrastructure, and maintenance systems. Despite these limitations, PESH learning continues through adaptive instructional strategies and collaboration with external stakeholders. The study recommends strengthening needs-based facility planning, establishing systematic maintenance procedures, and developing specific school-level policies to support sustainable PESH facility development. The study concludes that improving PESH learning quality requires systematic facility planning and targeted policy frameworks to progressively reduce discrepancies and ensure sustainable educational development.

Understanding bullying experiences and student well-being in rural primary schools

2026-01-10T07:28:07+00:00

Bullying remains a recurring challenge within school environments, shaping children's emotional and academic well-being in complex ways. In Indonesia, particularly in rural primary school contexts, limited research has examined how children themselves interpret and make sense of their bullying experiences. This study aims to explore the forms of bullying experienced by rural primary school students and to examine how these experiences influence their emotional and academic well-being. Adopting a qualitative phenomenological design, this study involved six children aged 10–12 years who had experienced bullying in rural primary schools. Data were generated through semi-structured interviews with children, supported by interviews with teachers and parents, as well as classroom and playground observations. The data were analyzed using Interpretative Phenomenological Analysis (IPA). The findings indicate that bullying is experienced through verbal, physical, and social practices embedded in everyday peer interactions. These experiences negatively affect children's emotional well-being, manifested in fear, anxiety, emotional suppression, and social withdrawal, and undermine academic well-being through reduced motivation, concentration, and self-confidence. Supportive relationships with teachers, parents, and peers emerged as important protective factors that helped children sustain emotional stability and engagement in learning. This study highlights the importance of developing context-sensitive and supportive interventions to address bullying and promote student well-being in rural primary school settings.

The effectiveness of ethnopedagogy in revitalising local wisdom in formal education: A phenomenological review

2026-01-21T05:49:58+00:00

Ethnopedagogy is an educational approach grounded in culture that plays an important role in preserving local wisdom amid the challenges of globalisation. This study aims to describe the integration of local cultural values into the learning process and culture-based school programmes, explain the role of ethnopedagogy in shaping students' character and strengthening their cultural identity, and identify forms of collaboration between schools and communities to support the sustainability of local wisdom-based learning. This study used a qualitative phenomenological approach and was conducted at one of the public elementary schools in West Lombok Regency. The research subjects included the principal, teachers, community leaders, and 30 students in grades V and VI. Data was obtained through observation, interviews, and documentation, then analysed using the Miles and Huberman model, which includes data collection, data reduction, data presentation, and conclusion drawing. The results of the study indicate that ethnopedagogy is effective through Cultural Saturday activities, batik making, and Gendang Beleq drumming, which instil character values and a sense of cultural pride. The incorporation of local wisdom into Civics and Science lessons increases student motivation and understanding, while cooperation between schools and the community supports the sustainability of culture-oriented learning. A comparative analysis of informants' perspectives reveals heterogeneous learning experiences: male students are more interested in traditional Gendang Beleq music, while female students are more interested in batik and dance activities. Ethnopedagogy can be an effective educational approach for strengthening character education, preserving local culture, and developing contextual learning rooted in national cultural values.

AI-enhanced flipped classroom design thinking to improve self-efficacy in open distance learning

2025-12-01T02:15:43+00:00

Self-efficacy is a critical determinant of learner success in Open and Distance Learning (ODL), where limited interaction and tutor-centred instruction may weaken confidence and autonomy. This study examines how progressively scaffolded learning designs improve self-efficacy by comparing a Conventional Tutorial, a Flipped Classroom with Design Thinking (FCDT), and an AI-enhanced FCDT-AI model. Using a within-subjects repeated-measures design, 26 undergraduate ODL students recruited through purposive sampling experienced all three conditions in a counterbalanced sequence. Self-efficacy was measured with a validated 34-item scale, complemented by reflection logs. Quantitative analysis (Greenhouse–Geisser–adjusted repeated-measures ANOVA) showed a significant, monotonic increase in self-efficacy from the Conventional Tutorial to FCDT and FCDT-AI (p < .001). Mean scores rose from 77.79 to 80.99 and 85.05, respectively, with decreasing coefficients of variation indicating more stable confidence under higher scaffolding. Qualitative findings reinforced this progression: students described tutor dependence and uncertainty under the Conventional Tutorial, greater autonomy and structured mastery under FCDT, and the strongest, most consistent confidence under FCDT-AI due to AI-supported guidance. These results demonstrate that structured flipped design-thinking models, strengthened by generative AI scaffolding, can substantially enhance self-efficacy in ODL contexts. Future studies should investigate long-term effects across larger and more diverse learner populations.

Coaching-based academic supervision to enhance teachers' pedagogical competence

2025-12-08T09:04:23+00:00

Conventional academic supervision often remains administrative and less effective in supporting teacher growth. Coaching offers a reflective and collaborative alternative that empowers teachers through partnership and constructive feedback. This study investigates the construct of coaching-based academic supervision, identifies critical success factors, and analyzes its impact on teachers' pedagogical competence. A qualitative descriptive design involving a population of teachers and school principals from three public junior high schools in Simeulue Regency, with a sample of 15 participants selected through purposive sampling (three principals and twelve teachers), was employed. Data were collected through interviews, classroom observations, and document analysis, then analyzed using an interactive qualitative model consisting of three stages: data reduction, data display, and conclusion drawing. The findings revealed that coaching was implemented through three reflective and dialogic stages, namely pre-observation, observation, and post-observation. Its effectiveness was supported by teacher empowerment, collaborative leadership, a reflective culture, and openness to feedback, which led to improved lesson planning, innovative teaching strategies, and better classroom management. Based on these findings, it is recommended that schools institutionalize reflective coaching practices, provide continuous professional development for supervisors, and build a supportive school culture that fosters open dialogue and collaborative learning.

The effectiveness of artificial intelligence-based personalized feedback in teaching English as a foreign language

2025-12-08T08:58:10+00:00

This study is important because students' low writing skills indicate the need for faster, more accurate, and personalized feedback. This study used a quasi-experimental mixed-methods design involving 35 tenth-grade students selected through purposive sampling. Data were collected through analytical writing tests, questionnaires on learning interest and independence, observations, and interviews, using rubrics and standardized instruments. Quantitative results show that AI feedback has a significant positive impact (large effect size). After receiving AI feedback, students' writing performance scores increased by an average of 6.63 points (9.2%), interest in writing increased by an average of 20.1%, and independent learning skills increased by 15.8%. AI feedback is significantly superior to traditional teacher feedback in overall teaching effectiveness. Qualitative findings indicate that students appreciate the AI system's real-time responses, personalization features, and non-judgmental approach. This study concludes that personalized AI feedback is an effective pathway to transform writing instruction from teacher-centered to student-centered, and suggests adopting a human-machine collaborative model in teaching practice.

Development of a PLC-based 4-level lift simulator as a learning medium for electric motor installation

2026-01-25T02:17:42+00:00

The development of industrial automation requires learning media that are relevant to the needs of the world of work, particularly for mastering Programmable Logic Controllers (PLCs) in vocational education. This study aims to develop a four-storey lift simulator based on Omron CP1E PLC as a learning medium for the Electric Motor Installation subject in class XII TITL at SMK Negeri 5 Medan. The research method used the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research population consisted of 31 students using a total sampling technique. Data were obtained from questionnaires validated by media and subject-matter experts, as well as from student responses. The results showed that the media received a feasibility score of 89.3% from media experts and 92.5% from subject matter experts, categorised as highly feasible, and a student response score of 88.3%, categorised as very good. These findings indicate that PLC-based lift simulators are effective in improving students' understanding, motivation, and practical skills in industrial automation systems. The study recommends further development by integrating IoT or HMI to more closely resemble real industrial systems.

Lumio media development to improve motivation and critical thinking abilities in elementary school students

2025-11-09T08:33:01+00:00

Science learning in elementary schools is faced with the challenge of conventional media, which results in low motivation and critical thinking skills of students. This study aims to develop Lumio by SMART media through the STEAM approach on the metamorphosis of living things material in elementary schools. This study uses an R&D approach with the MDLC development model. Participants in this study included teachers and 18 third-grade students of SDN Sudo. Data collection methods included observation, interviews, questionnaires, pre-tests, and post-tests. Data were analyzed qualitatively and quantitatively to assess the feasibility of the product. The results of the validity test from the media validator obtained scores of 94% and 98% with a very valid category. The validity test of the material obtained results of 94% and 96%, in the very valid category. The results of the student and teacher questionnaires also showed positive results, namely 94% and 91% with a very good category, thus indicating that this media is feasible and effective to use. The results of the paired sample T-test, with N-Gain values of 0.86 and 0.68, respectively, showed differences and improvements in student learning outcomes. As a follow-up, Lumio by Smart Media is expected to be used to enhance students' learning experiences. Lumio by SMART Media, with its STEAM approach, is recommended for continuous implementation in elementary school science curricula as a concrete solution to improve educational quality, student motivation, and critical thinking skills. It also serves as a reference for teachers and schools in optimizing the use of innovative learning technologies.

Development of media EDUMEDIG with the model problem-based learning to improve science understanding

2025-11-09T13:07:46+00:00

This Research and Development (R&D) study was conducted to evaluate the feasibility (validity and practicality) and efficacy of the Problem-Based learning Interactive Game Educational Media (EDUMEDIG) in enhancing the understanding of Science and Social Sciences among fifth-grade elementary students. The core problem addressed was the limited use of interactive conventional media, which contributed to student passivity, lack of enthusiasm, and difficulties in grasping Science material. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) guided the development process. Using a quasi-experimental Pretest-Posttest Control Group Design, the study's population comprised all fifth-grade students. Sampling was carried out using a purposive sampling technique, selecting 31 students from SD N Sambiroto as the experimental group and 30 students from SD N 2 Mojosari as the control group. Data collection techniques involved written tests (pre-test and post-test) to measure effectiveness, and questionnaires (expert validation, teacher, and student responses) served as the research instruments to assess feasibility. The findings demonstrate that the EDUMEDIG media has excellent validity (Media Experts: 95%; Material Experts: 92.5%) and very high practicality (Teachers: 98.3%; Students: 100%). Crucially, the media proved highly effective, as confirmed by a T-Test result of 0.000 (<0.05), indicating a significant difference in mean scores between the two groups. This effectiveness was further underscored by the experimental class's N-Gain score of 0.71 (High category), which was substantially higher than the control group's score of 0.257 (Low category). In conclusion, the EDUMEDIG media successfully serves as a valid, practical, and effective innovative solution. It is recommended that this EDUMEDIG media be implemented as a proven tool to enhance students' motivation, engagement, and conceptual understanding in IPAS (Integrated Science and Social Sciences) subjects.

An exploration of teachers' perspectives on computational thinking in mathematics learning

2025-12-17T13:19:25+00:00

The integration of Computational Thinking (CT) into mathematics learning has become a key demand in 21st-century education, as it plays an important role in developing logical, creative, and systematic thinking skills. However, in the context of Indonesian education, implementing CT still faces various challenges, particularly regarding teachers’ understanding and readiness to integrate it into the learning process. This study aims to explore teachers’ perspectives on CT-based mathematics learning, including their understanding, perceived relevance, readiness, and the challenges they face in its implementation at the junior high school level. This study offers a novel contribution by explicitly distinguishing between teachers’ conceptual understanding of CT and their pedagogical readiness to implement CT in mathematics learning, a gap that has been insufficiently explored in previous studies. The study employed a qualitative approach with an exploratory design. The research population consisted of junior high school mathematics teachers in Singaraja City, Indonesia. Eight teachers were selected as research participants using purposive sampling based on criteria such as teaching experience, involvement in CT-related or technology-based learning, and willingness to participate in the study. Data were collected through semi-structured interviews, classroom observations, and analysis of learning documents, then analyzed inductively through the stages of data reduction, data presentation, and conclusion drawing. The results showed that the teachers’ perspectives on CT-based mathematics learning are conceptually positive but still limited in practice. CT is considered relevant and potentially effective in strengthening mathematical thinking skills; however, its implementation requires systematic support. Based on these findings, the study recommends providing continuous, practice-oriented professional development programs for teachers, developing CT-based mathematics teaching resources, and stronger policy support to facilitate the effective integration of CT into junior high school mathematics learning. The study's implications highlight the importance of strategies to strengthen teachers’ capacity.

The innovation diffusion, technology adoption, and digital etnopedagogical reading: English lecturer’s agency in reinforcing the ability of the younger generation to retain local knowledge

2025-11-05T09:33:24+00:00

This study examines the role of English lecturers as change agents in promoting innovative digital ethnopedagogical reading in higher education settings. Even though higher education in Indonesia is becoming increasingly digitally oriented, technology adoption is often tool-centered rather than culturally aware, potentially endangering the ability of younger generations to retain local knowledge. This research investigates the factors that influence innovation diffusion and investigates the integration of digital tools with local cultural values (Bidar, Pulau Kemaro, Rumah Limas, Songket Palembang, Kue Maksuba) in reading instruction, as mediated by a lecturer at a state university in Palembang, South Sumatra. Data were gathered from six students chosen through purposive sampling and one lecturer, using a qualitative intrinsic case study design, until data saturation was reached. Primary data collection instruments included semi-structured interviews (lasting 20-30 minutes via WhatsApp video calls) and document analysis (YouTube videos, reading scripts, and chat logs). Four primary themes were identified through thematic analysis in accordance with (Braun & Clarke, 2006): the dynamics of drivers and barriers in innovation diffusion, the transformative impact on linguistic competence and cultural awareness, the systematic implementation through digital platforms, and the dual motivation (pragmatic efficiency and cultural preservation). The results indicate that culturally responsible lecturers, rather than institutional mandates, are the primary driving force behind sustainable innovation. By combining their cultural pride with their English language skills, students created a "glocal identity," demonstrating that tradition and technology can complement each other rather than work against one another. The study suggests that universities should establish communities of practice for cultural innovation, integrate ethnopedagogy into teacher education, address digital infrastructure inequities, and develop culturally grounded digital material repositories to support culturally sustainable educational transformation.

AI integration in history education: Perceptions of teachers and students in Palangka Raya

2025-12-04T08:34:48+00:00

The integration of artificial intelligence (AI) into history education remains underexplored in peripheral regions of Indonesia, where infrastructure limitations and concerns about cultural representation intersect with the imperative to innovate pedagogy. This mixed-methods study examined teachers' and students' perceptions of AI integration in history learning in Palangka Raya, Central Kalimantan. Participants included 220 Grade XI students and six history teachers from six public senior high schools, selected through purposive sampling for school selection and maximum variation sampling to ensure diversity in socioeconomic background, technological access, and geographic location. Data collection involved a validated 30-item questionnaire measuring five perceptual dimensions (AI understanding, attitudes, readiness, expectations, and barriers), along with 12 in-depth student interviews and six semi-structured teacher interviews. Quantitative analysis revealed moderate AI understanding (M = 3.19), strongly positive attitudes (M = 4.09), moderate readiness (M = 3.28), high expectations (M = 4.10), and awareness of implementation barriers (M = 2.75). Thematic analysis identified strong convergence on AI's complementary role rather than a replacement for human educators. Both groups emphasized concerns about cultural representation and infrastructure constraints. The findings recommend context-responsive AI content co-designed with local communities and equity-focused infrastructure investment to support inclusive digital pedagogy in marginalized regions.

Development of augmented reality (AR) SI MOPEM to improve teachers' understanding of learning models

2025-11-08T07:11:52+00:00

Based on the analysis, many teachers experience limitations in understanding the syntax of learning models that impact the quality of teaching and student competency. Therefore, the development of AR media becomes an effective solution. This study aims to develop AR-based SI MOPEM (Learning Model Syntax) media. This R&D research was conducted using a 4D development model. The population of this study was all elementary school teachers in Serang Regency, whose samples were taken using purposive sampling of 50 people in the same cluster. Data collection techniques included observation, interviews, documentation, questionnaires, and tests, while the instruments were validity sheets, teacher understanding tests, and self-assessment questionnaires. Overall, the validity test was in the very feasible category, and a limited trial with 12 teachers found SI MOPEM very practical (91.46%). The results showed that the effectiveness test resulted in a significant increase in understanding (paired sample t-test, p = 0.000) with an n-gain score of 0.63 (moderate category). Therefore, it is concluded that SI MOPEM is highly feasible, practical, and effective as a tool for understanding learning models interactively and independently. This research recommends conducting larger-scale testing and further developing SI MOPEM, such as adding features or integrating it with other platforms.

Development of PBL-based history e-module integrated with Uma Lenge to improve historical thinking

2025-11-25T13:29:54+00:00

This study was motivated by students' low historical thinking skills and the limited teaching materials that integrate historical material with the local cultural context of Uma Lengge. These conditions indicate the need to develop more contextual learning resources to support the history learning process. This study aims to develop a PBL-based History E-Module integrated with the local wisdom of Uma Lengge to improve students' historical thinking. The research model used is 4-D R&D, which includes the stages of definition, design, development, and dissemination. The research subjects were 60 tenth-grade students from Wawo 1 Public High School, selected through cluster random sampling, with class X-3 as the experimental group and class X-4 as the control group. Data were obtained through historical thinking ability tests and non-test techniques such as observation, interviews, expert validation, and practicality questionnaires. The instruments included validation sheets, questionnaires, and tests. Data analysis was conducted descriptively, qualitatively, and quantitatively using normality and homogeneity tests, paired-samples t-tests, and N-Gain calculations. The results showed that expert validation of the material and media indicated a highly valid category with an average score of 89.3%. The practicality test conducted by teachers was 90.2% in the highly practical category, while students gave an average rating of 3.29 in the very good category. The effectiveness test showed a significant increase in historical thinking skills, with an average post-test score of 82.17 in the experimental class, compared with 65.17 in the control class. N-gain analysis showed a moderate increase (0.40) in the experimental class and a low increase (0.10) in the control class. This e-module has been proven valid, practical, and effective. This study recommends expanding the use of similar e-modules, providing teachers with training, and developing other teaching materials based on local wisdom.

Analysis of intellectual disability students' learning profiles on electron configuration material using individual education

2025-10-10T14:13:23+00:00

This research is motivated by the need for effective learning strategies for students with intellectual disabilities, particularly those who experience cognitive barriers. This study aims to analyze the learning profiles and outcomes of students with intellectual disabilities in relation to electron configuration materials, utilizing individualized educational learning strategies. The learning media developed is the E-LAPD (Electronic-based Student Activity Sheet), integrated through the LiveWorksheet platform. This study employs a mixed-methods research approach, a method that combines quantitative and qualitative methods. The population of this study is three students with intellectual disabilities at SMAN 10 Surabaya. The sampling technique is a saturated sample (total sampling), where the entire population is used as a research sample. Data collection techniques through test and interview methods. The test results were analyzed quantitatively, while the interview results were analyzed qualitatively using the NVivo application. The results indicate that this study can enhance the learning outcomes of students with intellectual disabilities, as evidenced by the posttest scores, which are higher than the pretest scores. Thus, this research is important in helping students with intellectual disabilities and is expected to be the basis for developing more inclusive and adaptive learning media.

The effectiveness of biomechanical technology-based sports training models in improving elementary school students' motor skills

2025-10-21T08:52:11+00:00

Fundamental motor skills are an essential foundation for the holistic development of elementary school students, influencing their health, self-confidence, and academic success. This study aims to develop and test the effectiveness of a Biomechanics-Integrated Technology-Based Sports Training Model (VAB-F) to improve elementary school students' long jump motor skills. This study employed a multidisciplinary design, utilising mixed methods and a sequential explanatory approach, with a quantitative stage in the form of a quasi-experiment (pre-test post-test control group design) involving 60 fifth-grade students from SDK Magepanda. The sample was randomly divided into an experimental group (n = 30) and a control group (n = 30). Motor skills were assessed using a validated long jump technique quality assessment rubric, which was supplemented with biomechanical analysis through the Kinovea application and a Wearable Activity Tracker. The qualitative stage consisted of interviews with 6 students and 2 teachers. The results showed that the experimental group experienced a statistically significant increase in skill scores (an average increase of 29.70 points) compared to the control group (an average increase of 9.60 points), with the t-test results indicating a highly significant difference (t(58) = 15.23, p < 0.05). The qualitative results showed that the visual feedback technology encouraged independence, motivation, and intuition of student movement efficiency. It was concluded that the VAB-F training model was significantly more effective than traditional methods in improving the long jump motor skills of elementary school students.

The role of artificial intelligence utilization and digital literacy in independent learning

2025-11-09T21:40:01+00:00

This study analyzes the roles of artificial intelligence utilization and digital literacy in students' independent learning in the Economics Education Department, Faculty of Economics and Business, Gorontalo State University. Using a quantitative, explanatory research design, data were collected via questionnaires distributed to 234 respondents. The respondents were selected using proportional stratified random sampling by generational group. The data were analyzed using multiple linear regression in SPSS 24. The findings indicate that the utilization of artificial intelligence and digital literacy has been proven to have a simultaneous and significant impact on students' independent learning. Digital literacy has a more dominant influence than artificial intelligence, as indicated by higher Beta coefficient values and t-statistic. The implications of this research are the importance of utilizing artificial intelligence and of strengthening digital literacy in the curriculum and learning strategies, creating a higher education ecosystem that is adaptive, innovative, and supports students as independent learners in the digital age.

Android-based interactive ethnoscience E-LKPD containing science technology society models to improve critical thinking skills

2025-10-11T02:14:58+00:00

This research aims to develop an Android-based interactive E-LKPD with ethnoscience content and a Community Science and Technology model to improve students' critical thinking skills. The urgency is to provide innovative solutions for social studies learning by integrating Android-based science, technology, and local culture to increase interactivity and critical thinking in daily life. The method is Research and Development with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The population is 1 classroom teacher, 18 students, and 4 experts. The sampling technique uses purposive sampling. Data collection techniques, observation, interviews, tests, response questionnaires, and documentation. There are three data analyses: needs analysis, validity analysis, and practicality analysis. Needs analysis, teachers, and students need developed products. The validity of the E-LKPD is rated very valid (89.23%), while its practicality is rated very practical (90.83%). It was concluded that this E-LKPD is feasible and useful for improving students' critical thinking skills. Based on the research results, it is recommended that teachers take advantage of the Android-based ethnoscience E-LKPD and that schools support the application of learning technology.

Integration of 3D animation flipbook to enhance spatial visualization in molecular geometry learning

2025-09-20T12:47:31+00:00

Students’ limited spatial visualization skills pose challenges in understanding abstract chemical concepts such as molecular geometry. This study aimed to develop an interactive flipbook assisted by 3D animations to enhance students’ spatial visualization and comprehension of molecular geometry. This research employed a Research and Development (R&D) approach using the ADDIE model and involved 32 purposively selected eleventh-grade students at SMA Negeri 7 Surabaya. Data were collected using validation sheets, student response questionnaires, pre-test and post-tests, and observation sheets, with instrument reliability confirmed by expert judgment and Cronbach’s Alpha. Validation results showed that the flipbook was highly valid in both content and construct. Students’ responses indicated a high level of practicality (92.9%). Effectiveness testing revealed significant improvement in learning outcomes, with an average N-Gain of 0.75 for competence and 0.80 for spatial ability, both categorized as high. These results suggest that the 3D-assisted flipbook enables students to visualize and manipulate molecular structures, thereby reducing reliance on imagination and strengthening conceptual understanding. Teachers are recommended to adopt 3D-assisted flipbooks as a low-cost and effective instructional medium to foster students’ spatial reasoning and improve chemistry learning outcomes.

Principal's managerial leadership in supporting teachers' tasks for strengthening the Pancasila student profile

2025-09-21T13:29:03+00:00

This study evaluates the principal’s managerial role in optimizing teachers’ duties within the Pancasila Student Profile Reinforcement Project (P5) at State Senior High School 6 South Bengkulu using the CIPP evaluation model (Context, Input, Process, Product). The study is urgent as effective school leadership is essential to ensure P5 as a strategic program for character development in Indonesian education. Using a qualitative case study approach, purposive sampling was applied to select the principal, project coordinator, teachers, and students. Data were obtained through interviews, observations, and documentation, and analyzed thematically. Findings show that the principal’s role is aligned with school needs and national policies (context), facilitates module preparation and manages resources (input), establishes teams and supervises implementation (process), and enhances teacher performance, student engagement, and character development (product). Key challenges include limited funding, low student motivation, and difficulties in developing relevant project themes. The study recommends strengthening leadership and teacher capacity, improving financial and institutional support, and promoting adaptive policies to sustain P5 implementation.