<![CDATA[The questioning and responding skills of fourth-grade students at SD Negeri Bebedahan in Pancasila Education were still low, as shown by the pre-action observation in which only 9 of 21 students (42.86%) reached the very good category, while the other 12 students remained passive. This study aimed to describe (1) the planning of the Snowball Throwing model implementation, (2) the implementation of the Snowball Throwing model, and (3) the improvement of fourth-grade students' questioning and responding skills in Pancasila Education on the meaning of Pancasila's principles at SD Negeri Bebedahan. This study used the Classroom Action Research (CAR) method of the Kemmis and Mc Taggart model, conducted in two cycles with 21 fourth-grade students as subjects. Data were collected through observation, performance tests, and documentation, then analyzed quantitatively and qualitatively using percentage and class average formulas. The results showed that the planning and implementation of the Snowball Throwing model followed its syntax of group formation, question composing, throwing question balls, answering, and responding, with teacher activity increasing from 90% to 95% and student activity from 87.5% to 95.83%. The average score of questioning and responding skills increased from 79.29 in Cycle I to 84.29 in Cycle II, while classical mastery increased from 71.43% to 85.71%, exceeding the research success indicator of 80%. It is concluded that the Snowball Throwing model effectively improves students' questioning and responding skills. Teachers are recommended to apply this model variedly with intensive guidance so that all students can participate equally.]]>
