Susanti Sufyadi, Adinda Sadila, Agus Hadi Utama, Qomario Qomario, M Afriandy

Competency Analysis in the Implementation of the Projek Penguatan Profil Pelajar Pancasila on the Local Wisdom Theme

Introduction

Competency analysis in the implementation of the projek penguatan profil pelajar pancasila on the local wisdom theme. Analyze teacher competencies for implementing "Projek Penguatan Profil Pelajar Pancasila" (P5) on local wisdom themes. Identifies 10 key needs, developing a workshop & mentoring model for teacher capacity.

Abstract

The development of local wisdom in a region is influenced by one of the natural characteristics of the region which requires the community to adapt in order to live well in the region, local wisdom is one of the themes in the Projek Penguatan Profil Pelajar Pancasila because it is related to various sectors and is a reference and applied in daily community activities. The wetland area of South Kalimantan has several local wisdoms including Kayuh baimbai (cooperation), Gawi sabumi (mutual cooperation), Basusun Sirih (integrity), and Menyisir sisi tapih (introspection). The purpose of this study was to analyze the competency needs of teachers at Junior High School 7 Banjarmasin which will be a reference for developing a model for increasing teacher capacity in implementing the Projek Penguatan Profil Pelajar Pancasila on the theme of Local Wisdom. It was carried out in two stages, namely training needs analysis using the TNA model and developing a conceptual model using the Smith and Ragan model. The study identified 10 teacher competency needs, so that the conceptual model developed in the form of workshops and ongoing mentoring, was designed with learning objectives referring to the 10 competencies. The results of the study concluded that competency needs analysis activities can be equated or carried out with evaluation activities, the implementation of the analysis also showed an impact on changes in the mindset of teachers who were the targets of the study, needs analysis activities provided information to teachers that were considered by teachers.

Review

This paper addresses a highly pertinent topic within the Indonesian educational landscape, focusing on teacher competency in implementing the *Projek Penguatan Profil Pelajar Pancasila* (P5) with a specific emphasis on local wisdom. The authors skillfully contextualize the significance of local wisdom, demonstrating its deep roots in regional characteristics and its application in daily community activities. By highlighting specific examples from the wetland area of South Kalimantan, such as *Kayuh baimbai* and *Gawi sabumi*, the study establishes a compelling rationale for integrating indigenous knowledge into the national curriculum framework, thereby enriching students' understanding of their cultural heritage and fostering essential life skills. The study's primary objective was to analyze the competency needs of teachers at Junior High School 7 Banjarmasin, intending to inform the development of a capacity-building model. This objective was pursued through a two-stage methodology: an initial Training Needs Analysis (TNA) and subsequent conceptual model development utilizing the Smith and Ragan model. A significant finding was the identification of 10 specific teacher competency needs, which directly informed the design of a conceptual model centered on workshops and ongoing mentoring. The authors conclude that competency needs analysis activities serve a dual purpose, acting as a form of evaluation, and demonstrably impacting the mindset of participating teachers by providing them with valuable, actionable information. Overall, this paper presents a timely and practical contribution to the field of teacher professional development, particularly in the context of implementing the P5 framework. The clear identification of teacher competency gaps and the proposal of a tailored conceptual model are commendable strengths, offering a concrete pathway for enhancing pedagogical effectiveness. While the abstract provides a solid overview, a full paper would benefit from greater detail on the specific components of the developed conceptual model and empirical evidence supporting the claim of 'changes in the mindset of teachers.' Further, the intriguing assertion that needs analysis can be 'equated or carried out with evaluation activities' warrants more elaborate theoretical and methodological justification. Despite these points for further elaboration, the study lays crucial groundwork for ensuring that teachers are adequately equipped to deliver an education that is both nationally relevant and deeply rooted in local cultural wisdom.

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