<![CDATA[General Background Pancasila Education aims to cultivate foundational civic understanding, particularly regarding fundamental rights and responsibilities within familial structures. Specific Background Third-grade students frequently demonstrate passive rote memorization rather than practical comprehension of their domestic obligations, resulting in stagnant learning outcomes. Knowledge Gap Current literature lacks empirical evaluations of applying structured Project-Based Learning specifically adapted for contextual domestic rights education in third-grade settings. Aims This study investigates the application of the Project-Based Learning model to improve both conceptual understanding and learning outcomes regarding domestic rights and obligations among third-grade students. Results The intervention facilitated active collaborative projects, such as creating a "Responsibility Tree," which translated abstract civic concepts into tangible routines. Following the intervention, the class average score improved substantially from 62.5 to 81.0, and the classical completeness rate escalated from 45 percent to 85 percent. Novelty This implementation demonstrates that replacing passive lecture methods with collaborative, visually structured civic projects significantly contextualizes domestic obligations for early-stage learners. Implications Primary school educators should embed tangible project methodologies into civic education curricula to transform theoretical rights and duties into actionable, understood daily practices. Highlights: The intervention raised classical completeness rates in civic understanding from 45 percent to 85 percent. Students successfully conceptualized abstract domestic obligations through collaborative visual projects like the Responsibility Tree. Applying structured project methodologies effectively eliminated passive rote memorization in early civic education. Keywords: Project Based Learning, Pancasila Education, Domestic Obligations, Elementary Education, Learning Outcomes]]>
