<![CDATA[Pancasila education under the Merdeka Curriculum is expected to be interactive and student-centered, yet classrooms often remain dominated by monotonous lectures that leave students passive and easily bored. This problem is especially acute in class X GR of SMA Negeri 4 Malang, a class grouped entirely by dominant kinesthetic learning style. This study aims to describe the implementation of the Team Games Tournament (TGT) cooperative learning model modified into the "Smart Point Hunt" technique, and to understand how this technique channels the motor needs of kinesthetic students while shaping their learning experience in Pancasila education. A descriptive qualitative approach was used, with four students purposively selected as informants. Data were collected through participatory observation, in-depth semi-structured interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Salda\u00f1a. The results show that the point-hunting relay mechanism effectively channels the physical energy of kinesthetic students who previously had to remain seated throughout instruction, increases active engagement, and creates a more enjoyable learning atmosphere without compromising understanding of Pancasila materials. Interviews confirmed that students no longer felt bored from sitting still and experienced learning as more active and fun. These findings suggest that movement-based modifications of TGT can serve as a viable differentiation strategy for classes with a dominant kinesthetic learning style.]]>
