<![CDATA[The limited use of interactive instructional strategies in elementary Pancasila Education hinders students' ability to develop a meaningful understanding of the principles of Pancasila, resulting in suboptimal learning outcomes. This study aimed to examine the effect of integrating the Project-Based Learning (PjBL) model with the Role Playing method on students' learning outcomes in understanding the meanings of the Pancasila principles. The study employed a quasi-experimental design using a nonequivalent pretest–posttest control group design. The participants consisted of fourth-grade elementary school students assigned to an experimental group and a control group. Data were collected through a learning achievement test and classroom observations using essay-based test instruments that had been validated for content validity and reliability. The data were analyzed using descriptive and inferential statistics, including normality and homogeneity tests followed by an independent samples t-test. The findings revealed that students in the experimental group achieved significantly higher posttest scores than those in the control group. Furthermore, hypothesis testing confirmed that integrating Project-Based Learning with the Role Playing method had a significant positive effect on students' learning outcomes. These findings indicate that combining project-based activities with role-playing creates a more active, collaborative, and contextual learning environment, thereby enhancing students' conceptual understanding and facilitating the internalization of Pancasila values. This instructional approach offers a promising alternative for improving the quality of Pancasila Education through more engaging and meaningful learning experiences.]]>
