<![CDATA[This study was driven by low student learning outcomes in Pancasila Education among fifth-grade students at SDS Setia Bhakti Karang Anyar, Sawah Besar, Central Jakarta. Conventional teacher-centered learning rendered students passive and disengaged from real-world cultural concepts. This study aims to describe the implementation of the Project-Based Learning (PjBL) model combined with demonstration methods and to evaluate the improvement in students' cognitive learning outcomes regarding Cultural and Social Diversity, Classroom Action Research (CAR) follows the Kemmis & McTaggart spiral model, structured across two cycles comprising planning, action, observation, reflection. The subjects were 11 fifth-grade students (6 males and 5 females). Data collection instruments included cognitive achievement tests and observation sheets evaluating teacher instructional performance and student active participation. The findings demonstrate a substantial step-by-step improvement in learning mastery, the pre-cycle phase, classical passing rate reached only 64% (7 of 11 students passed) with a class mean score of 80.00. In Cycle I, following the implementation of PjBL, classical mastery rose to 82% (9 students passed) with a mean score of 84.55. In Cycle II, following refined group management and project optimization for the "Social-Cultural Diversity Board," classical mastery achieved 91% (10 students passed) with a mean score of 90.00, exceeding the success benchmark of 83%. Teacher performance score increased from 80% in Cycle I to 95% in Cycle II, while student participation improved from 75% to 90%. It is concluded that the Project-Based Learning model effectively enhances student engagement and cognitive learning outcomes in Pancasila Education at SDS Setia Bhakti.]]>
