<![CDATA[This study aims to analyze the understanding of second-grade students at SDN 147 Rejang Lebong regarding the symbols of Pancasila and the implementation of Pancasila values in learning, as well as to identify obstacles and teacher efforts in the process. A descriptive qualitative approach was employed with 12 student subjects. Data were collected through observation, interviews, and documentation, using indicators such as the ability to recognize symbols, mention the sound of each principle, relate symbols to daily behavior, and implement the values of Divinity, Humanity, Unity, Democracy, and Justice. The results show that most students are able to mention the symbols and the sound of Pancasila principles, but only a portion can relate them to everyday behaviors. Religious and cooperation values are most dominant, while the values of deliberation and justice still require habituation. The main obstacles include students' low concentration and limited variation in teaching methods. Teachers strive to enhance understanding by using visual media, group discussions, and positive behavior habituation. In conclusion, learning about Pancasila symbols is quite effective at the basic knowledge level, but value internalization requires more innovative and contextual methods. This research implies the need for the development of more creative Pancasila learning strategies and contributes as a reference for teachers and policymakers in designing character education relevant to the developmental stage of elementary school students.]]>
