<![CDATA[This research is motivated by the low understanding of second-grade elementary school students regarding the meaning of the pancasila principles. The pre-test results showed an average score of 62.4, while the minimum completion criteria (KKM) was 75. This study aims to examine the implementation of TaRL-based pancasila gallery media in improving students' understanding of the meaning of the pancasila principles. This study employed classroom action research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection, conducted in two cycles. The subjects were second-grade elementary school students participating in pancasila education learning. Data were collected through tests, observations, documentation, and reflection notes. In cycle I, students learned using posters differentiated according to three levels of understanding based on the TaRL principle: not yet understanding, partially understanding, and understanding. The post-test results showed an increase in the average score to 82, with approximately 56% of students achieving the KKM. Based on the reflection, cycle II was improved through the use of concrete pancasila gallery media, consisting of activities to match symbols with principles, match principles with their meanings, group examples of attitudes, and complete exploration challenges. The cycle II post-test results showed an increase in the average score to 88, with approximately 79% of students achieving the KKM. Thus, TaRL-based pancasila gallery media can improve students' understanding through concrete, active, and ability-appropriate learning.]]>
