<![CDATA[Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik pada mata pelajaran Pendidikan Pancasila, khususnya materi pengamalan sila-sila Pancasila, melalui pemanfaatan media permainan ular tangga di kelas IV SD Plus Cahaya Budaya. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis & McTaggart dengan dua siklus, yang setiap siklusnya mencakup tahap perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian terdiri atas 15 siswa dengan Kriteria Ketuntasan Minimal (KKM) sebesar 78. Data penelitian diperoleh melalui observasi, tes hasil belajar, dan dokumentasi. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan adanya peningkatan aktivitas guru dan aktivitas siswa pada setiap siklus. Aktivitas guru meningkat dari 72,94% pada siklus I menjadi 87,64% pada siklus II, sedangkan aktivitas siswa meningkat dari 76,44% menjadi 86,53%. Hasil belajar siswa juga mengalami peningkatan, ditunjukkan dengan ketuntasan klasikal yang naik dari 69,56% pada siklus I menjadi 78,26% pada siklus II, meskipun belum mencapai target keberhasilan 80%. Secara keseluruhan, penggunaan media ular tangga terbukti efektif dalam meningkatkan keterlibatan siswa, kualitas proses pembelajaran, serta capaian hasil belajar. This study aims to improve student learning outcomes in the Pancasila Education subjects specifically regarding the practical application of Pancasila principles—by utilizing the "Snakes and Ladders" game as a learning medium in the fourth-grade class at SD Plus Cahaya Budaya. The study employed the Kemmis & McTaggart Classroom Action Research (CAR) model across two cycles, with each cycle comprising the stages of planning, implementation, observation, and reflection. The research subjects consisted of 15 students, with a Minimum Mastery Criterion (KKM) set at 78. Data was collected through observation, learning outcome tests, and documentation, and were analyzed using both descriptive qualitative and quantitative methods. The results indicate an increase in both teacher and student activity across the cycles; teacher activity rose from 72.94% in Cycle I to 87.64% in Cycle II, while student activity increased from 76.44% to 86.53%. Student learning outcomes also improved, evidenced by a rise in the class mastery rate from 69.56% in Cycle I to 78.26% in Cycle II, although the 80% success target was not yet reached. Overall, the use of the "Snakes and Ladders" game proved effective in enhancing student engagement, the quality of the learning process, and learning achievement.]]>
