<![CDATA[This descriptive qualitative study investigates the implementation of the Collaborative Inquiry method to enhance civic consciousness among Phase E high school students in learning about citizens' rights and obligations. The research is grounded in the problem of conventional, teacher-centered instruction that positions students as passive recipients of information, resulting in an understanding of Pancasila values limited to textual memorization rather than meaningful internalization in everyday life. The study subjects comprised tenth-grade students and the Pancasila Education teacher, with data gathered through participatory observation, in-depth interviews, and documentation study. The findings reveal that implementing Collaborative Inquiry through five systematic stages Questioning, Data Collection, Analysis and Discussion, Reflection, and Communication was carried out very effectively. This approach successfully transformed the teacher's role from an information provider into an active facilitator, while generating positive student responses and significantly increasing active participation, as the learning material became more realistic and relevant to real-life contexts. The application of this method proved capable of simultaneously developing three dimensions of students' civic consciousness: broadening contextual civic knowledge, strengthening attitudes of tolerance and social concern as part of civic disposition, and improving critical thinking and democratic participation skills as civic skills. Although challenges emerged including limited instructional time and unequal levels of participation among group members these obstacles were successfully addressed through flexible lesson planning and structured role distribution within groups. Based on these findings, this study recommends Collaborative Inquiry as a primary strategy for Pancasila Education, as it is capable of fostering deep understanding and producing transformative, meaningful learning outcomes for students.]]>
