https://jurnal.uhn.ac.id/index.php/jsp <p style="text-align: justify;">Jurnal Suluh Pendidikan merupakan media informasi yang diterbitkan secara berkala dua kali dalam satu tahun yaitu Maret dan September namun sejak tahun 2024, <em><strong>Jurnal Suluh Pendidikan terbit pada bulan Maret dan Agustus</strong></em>. Penerbitan jurnal ini sebagai sarana mempublikasi karya ilmiah yang bersumber dari hasil penelitian, kajian-kajian atau makalah ilmiah dari para peneliti maupun dosen yang sudah dipilih pada <em><strong>bidang pendidikan</strong></em>. Artikel ilmiah yang dikirim merupakan naskah asli penelitian/kajian dan belum dipublikasi di jurnal lain.&nbsp;</p> Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen en-US Jurnal Suluh Pendidikan 2356-2595 <p>&nbsp;<strong>Hak Cipta:&nbsp;</strong></p> <p>Penulis yang mempublikasikan manuskripnya di jurnal ini menyetujui ketentuan berikut:</p> <ol> <li>Hak cipta pada setiap artikel adalah milik penulis.</li> <li>Penulis mengakui bahwa Jurnal Suluh Pendidikan (JSP) berhak menjadi yang pertama menerbitkan dengan&nbsp;<a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" rel="noopener">Creative Commons Attribution 4.0 International License</a>&nbsp;(<span class="cc-license-title">Attribution 4.0 International&nbsp;</span><span class="cc-license-identifier">(CC BY 4.0)).</span></li> <li>Penulis dapat mengirimkan artikel secara terpisah, mengatur distribusi non-eksklusif manuskrip yang telah diterbitkan dalam jurnal ini ke versi lain (misalnya, dikirim ke repositori institusi penulis, publikasi ke dalam buku, dll.), dengan mengakui bahwa manuskrip telah diterbitkan pertama kali di Jurnal Suluh Pendidikan.</li> </ol> https://jurnal.uhn.ac.id/index.php/jsp/article/view/1934 <p style="text-align: justify;">The Strengthening of the Pancasila Student Profile (P5) Project is one of the implementations of the Merdeka Curriculum aimed at shaping students who are not only intellectually intelligent but also possess critical thinking skills and strong character based on the values of Pancasila. This study aims to determine high school students' perceptions of the contribution of P5 in developing critical thinking abilities. The method used is quantitative with a survey approach using a Likert scale questionnaire, which was distributed to 65 high school students in East Jakarta. The analysis results show that the 65% of students experienced a positive impact from the implementation of P5 on enhancing their critical thinking skills. However, 35% of students also gave negative responses, indicating the need for further evaluation of the program’s implementation, particularly regarding teachers' understanding, the selection of themes, as well as the strategies and assessment methods used. These findings are supported by literature that states that the success of P5 heavily depends on the quality of planning, teacher training, and innovative and contextual learning designs. Therefore, improving teacher capacity and systematic evaluation are crucial to maximize P5’s role in shaping students with critical thinking abilities.</p> Purnomo Ananto Carissa Dwilanisusantya Andriyana Andriyana ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-08-01 2025-08-01 13 2 225 238 10.36655/jsp.v13i2.1934 https://jurnal.uhn.ac.id/index.php/jsp/article/view/1950 <p style="text-align: justify;">ECE) English teachers, focusing on its relationship with leadership perspectives and practices within the context of their listening classes. The study employed a mixed-methods research design and used a questionnaire as its instrument. questionnaire, in which its high reliability was guaranteed by the use of (Cronbach's Alpha = 0.930) and a validity test on its instruments, which confirmed that all items were valid for hypothesis testing. A group of 50 ECE English teachers offered their participation, and data was collected via a questionnaire. Descriptive analysis revealed positive feedback from respondents, concluding the significance of fostering listening skills in educational settings. The appropriateness of the data for regression analysis was ensured by employing classic assumption tests, including normality, multicollinearity, heteroscedasticity, and autocorrelation. Multiple linear regression analysis revealed a significant positive influence of both Teacher Leadership Perspective (β = 0.496) and Teacher Leadership Practice (β = 0.433) on Teacher Leadership Identity, with the model explaining 74.9% of the variance in the dependent variable. Findings stated the importance of understanding the interconnections among these constructs to enhance teacher leadership in educational contexts. It is recommended that educators facilitate programs focused on leadership and listening skills and establish professional learning communities to improve listening effectively. This study’s limitation is its reliance primarily on quantitative and qualitative data. Future research may benefit from a cross-method approach to avoid reliance on a single form of data.</p> Anita Wijayanti Margana Margana Sukarno Sukarno ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-08-15 2025-08-15 13 2 239 248 10.36655/jsp.v13i2.1950