<![CDATA[This research was motivated by the less than optimal implementation of Pancasila education learning carried out by teachers, which had an impact on the low learning outcomes of students in class IV SDN 08 Kubu Tanjung, Bukittinggi City. This research is classroom action research (PTK) which uses qualitative and quantitative approaches. Implemented in two cycles, where cycle I consists of two meetings and cycle II consists of one meeting. Each cycle includes four stages, namely planning, implementation, observation and reflection. The subjects of this research were 21 teachers and students of class IV at SDN 08 Kubu Tanjung, Bukittinggi City. Data from the research were obtained from the assessment of teaching modules, implementation processes, and learning outcomes. Data collection techniques use observations, tests and non-tests. The results of the research show: a) Teaching modules for cycle I with an average of 71% (B) and cycle II with 88% (SB), b) Teacher activities in the implementation of cycle I with an average of 75% (B) and cycle II with an average of 86% (SB), while student activity in the implementation of cycle I averaged 70% (C), and cycle II 89% (SB), c) Assessment of student learning outcomes in cycle I obtained an average the average was 77.62 and in cycle II the average was 84.76. Based on these results, it can be concluded that the Problem Based Learning model can improve student learning outcomes in Pancasila Education learning in class IV SDN 08 Kubu Tanjung.]]>
