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Abstract

This study aims to find out how the Independent Curriculum and the Pancasila Student Profile (P5) have changed the communication skills of deaf students at SLBN 9 Jakarta. This study employs a case study methodology with a qualitative approach to examine the implementation of the P5 program and its impact on the communication skills of deaf students. It accomplishes its goal via observation, comprehensive interviews, and document analysis. The findings indicated that experience-based project activities, including vegetable gardening, fruit education, and handicraft creation, facilitated enhancements in both verbal and non-verbal communication abilities among deaf students while also fostering greater self-confidence and independence. The Total Communication strategy, which amalgamates authentic experiences and diverse communication tools such as sign language, lip reading, and written communication, has effectively enhanced students' communication skills. Implementing the P5 curriculum within the Merdeka Curriculum at SLBN 9 Jakarta has substantially enhanced the communication skills of deaf students by focusing on vocabulary and speaking abilities. The efficacy of this program is significantly impacted by the active participation of all stakeholders, including educators, learners, and parents, in fostering an interactive and supportive educational atmosphere. This study indicates a need for a more comprehensive enhancement of overall communication engagement in learning activities to attain optimal outcomes.

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