<![CDATA[The decline in nationalism and moral degradation among the younger generation has underscored the urgency of Pancasila Education in elementary schools. However, conventional teacher-centered learning methods have founded in low student engagement and poor learning outcomes. Initial observations at class III SDN Sukun 2 Malang showed that learning was dominated by lecture-based methods with limited media use, leading to low student activity and comprehension. This research purposes to describe the implementation of MOPARIA (Monopoly Pendidikan Pancasila Ceria) media and to examine its effect on improving student learning outcomes on the topic of recognizing Pancasila. This study used a Classroom Action Research (CAR) design using the Kemmis and McTaggart spiral model, conducted in two cycles with 26 third-grade students as subjects. Data was gathered using multiple-choice evaluation tests and non-test instruments including observation sheets and documentation. Instruments were validated by the classroom teacher and supervising lecturer prior to use. Data were analyzed quantitatively and qualitatively. Results showed consistent improvement across cycles: the class average increased from 70.38 (Cycle I, Meeting 1) to 76.15 (Cycle I, Meeting 2) and 87.69 (Cycle II, Meeting 2), while classical learning completeness rose from 30.77% to 65.38% and finally 96.15%, exceeding the 85% success indicator. MOPARIA proved effective by aligning with students’ concrete operational developmental stage, applying game-based learning principles, and fostering collaborative learning through structured group play.]]>
