Training Program for Manufacturing Organic Plant Pots from Waste Materials within the Framework of P5

. The Strengthening Student Pancasila Profile Project (P5) is an implementation of the Merdeka curriculum, in which students undertake a project to enhance their competence and character in accordance with the Pancasila student profile. The community engagement team from Malang State University links the implementation of P5 to themes and project objectives that align with the needs and conditions of our partners. Based on the results of a survey conducted at our partner site, one of the issues identified is a low level of understanding of waste management, especially plastic waste, within the environment of Sidoarjo Public High School 3. Consequently, expert guidance is required to assist our partners in conducting activities related to the production of organic pots from waste materials. This has led to the emergence of an innovation for utilizing and processing waste into organic pots, which can be achieved through P5 activities. The methodology employed in this community engagement project consists of three stages: preparation, observation, and implementation. Data collected include documentation, observations, and the results of respondent questionnaires, which are analysed descriptively and qualitatively. The results of this community engagement project demonstrate that students can generate creative ideas to produce a variety of attractive organic pot products from waste materials. Furthermore, the questionnaire survey distributed to training participants regarding the Pancasila student profile achieved a 100% response rate, indicating that the students comprehend the significance of the Strengthening Student Pancasila Profile Project (P5).


INTRODUCTION
The Pancasila Student Profile is a part of the Merdeka curriculum.The Merdeka curriculum, previously known as the prototype curriculum, was officially endorsed by the Ministry of Education, Culture, Research, and Technology (Kemenristekdikti) for the academic year 2022/2023 (Kemendikbud, 2022b).In the implementation of the Merdeka curriculum, students are required to undertake a project that develops their skills and potential across various fields.One such project activity within the Merdeka curriculum is the Pancasila Student Profile Strengthening Project, known as P5.
According to the Ministry of Education and Culture of the Republic of Indonesia's Circular No. 56/M/2022, the Pancasila Student Profile Strengthening Project is a projectbased co-curricular activity designed based on Graduation Competency Standards (SKL) to enhance competency and character development in line with the student profile (Kemendikbudristek, 2022).The Pancasila Student Profile is intended to address a fundamental question: What competencies that students need to acquire within the Indonesian Education System (Kemendikbud, 2022a)?In its application, flexibility in learning is granted to students in both formal and flexible learning structures to accommodate their available free time, aiming to make learning more active as students directly engage with their surrounding environment.One aspect of the Pancasila Student Profile's competencies can be realized through formal and flexible learning methods (Rachmawati, N. et al., 2022).
The implementation of differentiated learning can be achieved through the P5 activity as students' readiness to adapt to their learning preferences will result in optimal learning outcomes (Marlina, 2019).The confidence level in creative work can also be cultivated through the execution of P5, further enhancing students' self-potential and identifying their interests and talents in specific fields.During P5 activities, teachers play the role of facilitators, guiding students to improve their skills as part of the effort to nurture students' interests.The P5 activities also encourage active participation as students engage in discussions with peers about the projects they are working on (Saraswati et al., 2022).
In the context of P5, students have the opportunity to explore important themes or issues such as waste management, waste processing, and other relevant topics.This allows students to take concrete actions to address real-world issues in alignment with their learning stages and needs.P5 activities can also inspire students to contribute positively to their environment (Melizza et al., 2022).Meanwhile, the community engagement team from Malang State University aims to link the implementation of P5 to themes and project objectives that align with the needs and conditions of our partners.The team has noticed a lack of awareness in the community regarding the processing of organic waste, such as dry leaves, fruit peels, coconut husks, and other organic waste materials.This lack of understanding has motivated the community engagement team to share knowledge about processing organic waste into pots with high functional and market value through community engagement activities integrated into the P5 program.
This community engagement activity involves training on the utilization of plastic waste to create organic pots that have functional and aesthetic value for students at Sidoarjo Public High School 3, located at 130 Dr. Wahidin Street, Sekardangan, Sidoarjo, East Java.The feedback and responses from the community regarding the knowledge and application of the knowledge possessed by the community engagement team are highly anticipated in this community engagement project.Therefore, this engagement project serves as an example of utilizing fiber waste along with biodegradable plastic exposure that supports environmentally friendly practices and fosters an understanding of fiberglass and biodegradable/non-degradable plastics.This will support the implementation of the Merdeka curriculum and promote community involvement, including engagement with productive and non-productive partners.

PROBLEM
The most significant challenges faced by our partners primarily revolve around the high usage of non-degradable plastic waste and a limited understanding of how to transform plastic waste into organic pots.Our partners have not fully grasped the process of converting plastic waste into organic pots, necessitating expert guidance to assist them in carrying out this activity, which is an implementation of the P5 initiative.Among the partners, the employees are recruited directly by the business owners rather than through a formal job application process.Consequently, this community engagement project aims to provide training on the production of organic pots from plastic waste to our partners at Sidoarjo Public High School 3. Based on the information provided above, an innovation has emerged to utilize and process waste into organic pots, which can be realized through the P5 activity.

METHOD OF IMPLEMENTATION
This community engagement project employs a training and socialization method.
Our partner for this engagement is Sidoarjo Public High School 3, with the students participating in the P5 activities.The execution of the engagement is divided into three phases: preparation, observation, and implementation.In the preparation phase, the community engagement team creates the materials and videos to be presented and compiles questionnaires.The questionnaires are divided into three categories: a preliminary study questionnaire on the implementation of P5, an implementation questionnaire for P5, and an impact questionnaire for P5.The questions for the preliminary study questionnaire on P5 implementation are as follows.The pot-making process is based on customer, market, and competitor analysis!b.Presentation of materials on training for making organic pots.
c. Guidance on making organic pots.
After the completion of these three activities, the students filled out questionnaires related to the implementation of P5 in pot making, its impact, and the implementation of P5.Additionally, students were provided with amenities such as refreshments, brochures, stickers, and photocopies of materials in a package.Documentation was conducted throughout the event, followed by a group photo session between the organizers and the engagement participants.

Engagement Activity
The distribution of preliminary study questionnaires to students was conducted to assess the initial knowledge of students regarding the P5 activities.Based on the results of the preliminary study questionnaire completed by more than 300 students, it is evident that these students have ideas for projects within the P5 activities.This is reflected in the number of students who filled out the questionnaire in the Project Title column.The purpose of this questionnaire is to analyse the needs and map the understanding of educational stakeholders at SMAN 3 Sidoarjo regarding waste management.for their daily lives (Kholidah et al., 2022).However, 19.4% disagreed in the questionnaire, which can be a challenge for teachers to evaluate the P5 activities to make them more beneficial and meaningful for students.
The engagement activities were conducted three times on May 26, 30, and 31, 2023.
On May 26, 2023, it started at 08:00 AM until 02:00 PM.The engagement activities were held offline at the partner location, SMAN 3 Sidoarjo.This event was attended by 6 organizing committee members, 4 speakers, and a group of students.The core activities began with a presentation on "Strengthening the Pancasila Student Profile Project" by Bambang Wahyudi, S.Pd., M.Pd.The second presentation was about "Making Organic Pots from Waste" by Nisa Rachmi, S.Pd., and Feby Dasa Eka Putri, S.Pd.Organic-based planting media can take the form of pots that serve as a growing medium for plants, but this planting medium is not related to nutrient content or soil (Asrori et al., 2023).The next part of the event allowed participants to engage in a Q&A session with the speakers or presenters, and participants were also given the task of designing and arranging the creation of organic pots from waste.Furthermore, through the engagement activity implemented within P5, the level of creativity among the students has increased due to the creation of organic pot projects from processed waste.
14A strategy has been formulated to build a network of collaborations and partnerships!15 Technically capable of providing solutions to the issues faced by the community!16The value-added advantages have been proven to customers!17The solutions offered to customers generate attractive market appeal!Table 3. Impact Study Questionnaire on P5 Implementation that Indonesian students should be lifelong learners who are competent, have character, and behave in accordance with the values of Pancasila? 2 Is it true that the six competencies of P5 must be pursued simultaneously and not in a partial manner? 3 Is it true that the Pancasila Student Profile focuses not only on cognitive abilities but also on attitudes and behaviours in line with the Indonesian identity as well as global citizenship?4 Is it true that the Pancasila Student Profile is instilled in each individual student through the culture of educational institutions?5 Is it true that the Pancasila Student Profile is internalized within each individual student through intracurricular learning?6 Is it true that the Pancasila Student Profile is brought to life within each individual student through the Pancasila Student Profile Strengthening Project (P5)? 7 Is it true that P5 activities employ a project-based learning approach?key principles of P5 activities, namely Holistic, Contextual, Student-Centered, and Explorative.Provide an overview of the meanings of these principles!In the subsequent observation phase, the agenda involves conducting a preliminary study with our partners by distributing and collecting questionnaires titled 'Preliminary Study on the Perspective of P5 Implementation.'The target respondents are the 10th-grade students currently engaged in P5 activities at SMAN 3 Sidoarjo.The implementation phase took place on May 26, 30, and 31, 2023, offline at the partner's location, which is SMAN 3 Sidoarjo, located at 130 Dr. Wahidin Street, Sekardangan, Sidoarjo Subdistrict, Sidoarjo Regency, East Java.The participants of the engagement were the students of SMAN 3 Sidoarjo.The activity commenced at 08:30 AM and concluded at 11:30 AM.The proceedings began with welcoming remarks from the head of the engagement team, the school principal representing the partner, and a representative of the students.a. Presentation of materials related to strengthening the Pancasila Student Profile Project (P5).

Figure 1 .
Figure 1.The results of the preliminary study questionnaire Furthermore, students also believe that the P5 activities conducted by teachers have been carried out well and are enjoyable.Approximately 70.5% of the students responded with agreement.This indicates that the students have a high level of enthusiasm for the P5 activities.According to Ramadhani & Muhroji (2022), teachers can provide motivation to

Figure 2 .
Figure 2. The results of the preliminary study questionnaire survey In another question, "The teachers have a clear and meaningful plan for the P5 program" received a result of 66.7% with agree as the response.This indicates that the teachers at SMAN 3 Sidoarjo have designed the P5 program well, so the projects undertaken by students are not just for school assignments but also have practical significance in daily life.This aligns with research by Kholidah et al. (2022) discussing student enthusiasm in P5 activities with a local wisdom theme, which yielded satisfying results.Although it is a relatively new activity, students felt happy and found it meaningful

Figure 3 .
Figure 3. Question and answer session with the training participants Next, the third part involved the guidance for pot-making training by Shabrina Nabilah, S.Pd.Participants were instructed to begin implementing the pot-making plan they had developed using the tools and materials provided.If any participants had difficulty understanding the process of making organic pots, guidance would be provided by the speakers or presenters.The event continued with each group presenting the organic pot products they had created along with their group members.

Figure 4 .
Figure 4. Assistance during the training for organic pot making.

Figure 6 .
Figure 6.The results of the questionnaire survey Based on the results of the questionnaire survey for this question, it is evident that all training participants confidently chose the answer "Yes," which can be interpreted as meaning that being an Indonesian student requires possessing competence, character, and behaviour in accordance with Pancasila values.Strengthening the Pancasila values within the community can be undertaken as an effort to shape individuals or students who can apply Pancasila values in their daily lives.This reinforcement of Pancasila should begin early through education in schools(Ngurah et al., 2022).

Figure 7 .
Figure 7.The results of the questionnaire survey The students also provided reasons for their chosen answers.Some of these reasons indicate that the Pancasila spirit is already evident in the students, and schools as educational institutions should reinforce this, with one of the ways being through activities like P5.This is supported by research by Ulandari and Sukma (2023) that strengthening the character dimensions of the Pancasila Student Profile in students, especially in terms of faith, devotion to the One Almighty God, and noble behaviour, as well as cooperation, independence, global diversity, critical thinking, and creativity, can be achieved through activities like P5 (Ulandari & Rapita, 2023).

Table 1 .
Preliminary Study Questionnaire on P5 Implementation

Table 2 .
Open-Ended Questionnaire on P5 Implementation