<![CDATA[This classroom action research was motivated by the low learning outcomes of fourth-grade students in Pancasila Education at SD Negeri 26 Air Tawar Timur, Padang, where only 61% of students reached the minimum learning target and the class average score was 77.4. Learning was still teacher-centred, monotonous, and lacked interactive media, so students tended to be passive. This study aimed to describe the improvement of the deep learning design, the implementation of teaching, and the learning outcomes of the Gotong Royong element of Pancasila Education through the Cooperative Learning model of the Teams Games Tournament (TGT) type assisted by Wordwall . This action research followed the Kemmis and McTaggart model, combining qualitative and quantitative approaches across two cycles, each consisting of two meetings following the stages of planning, acting, observing, and reflecting. The subjects were the teacher and 28 fourth-grade students. Data were collected through tests and non-test instruments (observation sheets) and analysed descriptively using percentages. The results showed that the lesson design improved from 88.4% (good) in Cycle I to 94.6% (very good) in Cycle II; teacher activity rose from 89.3% to 96.4%, and student activity rose from 85.7% to 96.4%. Student learning outcomes, covering attitude, knowledge, and skill aspects, increased from an average of 78.8 (sufficient) in Cycle I to 87.3 (good) in Cycle II. It is concluded that the TGT model assisted by Wordwall effectively improves the deep learning design, the teaching and learning process, and the learning outcomes of fourth-grade students in Pancasila Education.]]>
