<![CDATA[The lack of variation in approaches, methods and even media used by educators in the learning process means that learning activities tend to be conventional and teacher-centered. This research uses classroom action research (PTK) which is carried out in 3 cycles consisting of 4 stages of planning, implementation, observation and reflection. Learning in this research was carried out using the TaRL approach, and the subjects of this research were class II students, totaling 27 children. Data collection techniques in research are observation and tests. The results of this study showed an increase at the start of pre-action. The percentage of participation and motivation to learn was 42.62% in cycle 1 of the first meeting after implementing the action. The percentage increased to 49.35% byimplementing the TaRL approach. Increased to 54.48% in cycle 1 session two, increased to 60.89% in cycle II session one, increased to 68.26% in cycle 2 session two, and increased to 73.07% in cycle 3 session 1, cycle 3 sessions two increased 80.12%. And the results of the action on student participation and learning motivation before the action showed that the percentage of student completion was 15.38%. However, after taking action in Cycle I, participation and motivation to learn increased by 34.61%. In cycle II the completion rate increased to 53.84%, and in cycle III it increased further with a completion rate of 80.76%. Based on the research results, it appears that implementing learning using the TaRL approach can increase student participation and learning motivation in Pancasila Education learning.]]>
