<![CDATA[This study aims to analyze teachers’ strategies in fostering students’ Civic Responsibility through Pancasila Education learning at SMA Negeri 1 Pematangsiantar. The research focuses on two main aspects: private character, which reflects students’ responsibility within the classroom, and public character, which is manifested through students’ behavior in the school environment. This study employed a qualitative method with a descriptive approach. Data were collected through observation, interviews, and documentation studies, involving one Pancasila Education teacher and students of class XI-3. The data were analyzed using three stages: data reduction, data display, and conclusion drawing. The findings reveal that the teacher implemented six main strategies, including learning models, learning methods, learning media, learning approaches, assessment techniques, and teacher role modeling. These strategies effectively contributed to the development of students’ private character—such as discipline, responsibility, and rule compliance—and public character, reflected in students’ active participation, social awareness, and cooperation. However, the learning process was not fully effective due to challenges such as low student motivation and limited school environmental support. The teacher addressed these challenges through personal approaches, motivation, and consistent role modeling. The study concludes that Pancasila Education teachers’ strategies play a crucial role in fostering students’ Civic Responsibility, both in personal and social aspects, when implemented consistently and supported by a conducive school environment. ABSTRAKPenelitian ini bertujuan untuk menganalisis strategi guru dalam menumbuhkan Civic Responsibility siswa melalui pembelajaran Pendidikan Pancasila di SMA Negeri 1 Pematangsiantar. Fokus penelitian diarahkan pada dua aspek utama, yaitu karakter privat yang mencerminkan tanggung jawab siswa di dalam kelas dan karakter publik yang tercermin dari perilaku siswa di lingkungan sekolah. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Teknik pengumpulan data meliputi observasi, wawancara, dan studi dokumentasi, dengan subjek penelitian seorang guru Pendidikan Pancasila dan siswa kelas XI-3. Analisis data dilakukan melalui tiga tahap, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menerapkan enam strategi utama, meliputi penggunaan model pembelajaran, metode pembelajaran, media pembelajaran, pendekatan pembelajaran, teknik penilaian, serta keteladanan guru. Penerapan strategi tersebut terbukti berpengaruh dalam membentuk karakter privat siswa, seperti kedisiplinan, tanggung jawab, dan kepatuhan terhadap aturan, serta karakter publik yang ditunjukkan melalui partisipasi aktif, kepedulian sosial, dan semangat gotong royong. Meskipun demikian, pelaksanaan pembelajaran belum sepenuhnya efektif karena masih terdapat kendala seperti rendahnya motivasi belajar siswa dan kurangnya dukungan lingkungan sekolah. Guru berupaya mengatasi hal tersebut melalui pendekatan personal, pemberian motivasi, dan keteladanan dalam sikap sehari-hari. Penelitian ini menyimpulkan bahwa strategi guru Pendidikan Pancasila memiliki peran penting dalam menumbuhkan Civic Responsibility siswa, baik pada aspek pribadi maupun sosial, apabila dilaksanakan secara konsisten dan didukung oleh lingkungan sekolah yang kondusif.]]>
