<![CDATA[Abstract: This study aimed to improve students’ learning outcomes through the implementation of the Problem Based Learning (PBL) model integrated with a differentiated learning approach in Pancasila Education for fifth-grade students at SD Negeri 2 Talise. The study employed Classroom Action Research (CAR) conducted in two cycles, with each cycle consisting of planning, implementation, observation, and reflection stages. The research subjects were 21 fifth-grade students. Data were collected through tests, observations, and documentation, while data analysis was carried out using qualitative and quantitative approaches to identify improvements in students’ learning outcomes in each cycle. The findings revealed that the implementation of the PBL model combined with differentiated learning effectively improved students’ learning outcomes gradually. In the pre-action stage, students’ classical learning mastery was still low and had not reached the expected standard. In the first cycle, students’ learning outcomes showed improvement, although some students still experienced difficulties in understanding the learning materials. Furthermore, in the second cycle, students’ learning outcomes increased significantly and successfully achieved classical mastery learning. In addition to improving learning outcomes, students’ activeness during the learning process also showed positive development, as indicated by increased participation in group discussions, improved ability to express opinions, and better collaboration among students. Therefore, the implementation of the Problem Based Learning (PBL) model integrated with differentiated learning proved effective in creating active, meaningful, and student-centered learning. Keyword: Problem Based Learning, differentiated learning, learning outcomes, Pancasila learning. Abstrak: Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui penerapan model Problem Based Learning (PBL) yang dipadukan dengan pendekatan pembelajaran berdiferensiasi pada pembelajaran Pancasila di kelas V SD Negeri 2 Talise. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dimana setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 21 siswa kelas V. Teknik pengumpulan data dilakukan melalui tes, observasi, dan dokumentasi, sedangkan analisis data menggunakan pendekatan kualitatif dan kuantitatif untuk mengetahui peningkatan hasil belajar siswa pada setiap siklus. Hasil penelitian menunjukkan bahwa penerapan model PBL berbasis pembelajaran berdiferensiasi mampu meningkatkan hasil belajar siswa secara bertahap. Pada tahap pra tindakan, ketuntasan belajar siswa masih tergolong rendah dan belum mencapai standar ketuntasan klasikal. Pada siklus I, terjadi peningkatan hasil belajar, namun sebagian siswa masih mengalami kesulitan dalam memahami materi pembelajaran. Selanjutnya, pada siklus II hasil belajar siswa meningkat secara signifikan hingga mencapai ketuntasan klasikal yang diharapkan. Selain peningkatan hasil belajar, keaktifan siswa dalam proses pembelajaran juga mengalami perkembangan yang positif, terlihat dari meningkatnya partisipasi siswa dalam diskusi kelompok, kemampuan menyampaikan pendapat, serta kerja sama antarsiswa. Dengan demikian, penerapan model Problem Based Learning (PBL) yang dipadukan dengan pembelajaran berdiferensiasi terbukti efektif dalam menciptakan pembelajaran yang aktif, bermakna, dan berpusat pada siswa. Kata Kunci: Problem Based Learning, pembelajaran berdiferensiasi, hasil belajar, pembelajaran Pancasila. ]]>
