<![CDATA[This study aimed to improve critical thinking skills and creativity in Pancasila Education through the implementation of the Project Based Learning (PjBL) model for fifth-grade students at SDN Sungai Miai 11 Banjarmasin. The identified problems were low teacher activity, low student activity, low critical thinking skills, low creativity, and low learning outcomes, caused by teacher-centered instruction that left little room for discussion or authentic problem analysis. This study used a qualitative approach with a Classroom Action Research (CAR) design based on the Kemmis and Mc Taggart model, carried out in three cycles consisting of planning, action, observation, and reflection. The subjects were 15 fifth-grade students. Data were collected through observation, written tests, and project assessment, then analyzed descriptively. The results showed consistent improvement in all aspects: teacher activity increased from 85.71 percent (Good) in cycle I to 96.43 percent (Very Good) in cycle III; student activity increased from 46.7 percent (Fairly Active) to 93.3 percent (Very Active); critical thinking skills increased from 53.3 percent (Fairly Skilled) to 86.7 percent (Very Skilled); creativity increased from 40.0 percent (Fairly Creative) to 93.3 percent (Very Creative); and cognitive learning outcomes increased from 40.0 percent to 93.3 percent, surpassing the success indicator of 81 percent. It is concluded that the Project Based Learning model effectively improves teacher activity, student activity, critical thinking skills, creativity, and learning outcomes in Pancasila Education.]]>
