<![CDATA[This study was conducted to improve learning outcomes in Pancasila Education subjects, particularly in Chapter 4, entitled “I Care for the Environment,” through the application of Mociling (Monopoly of Environmental Love) media. This type of research is Classroom Action Research (CAR), in which teachers and researchers act as both implementers of learning and observers. The data collection techniques employed in this study include tests, observations, and documentation methods. This classroom action research was carried out in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. The subjects of this study were 27 Grade II students. The results indicated that the application of Mociling (Monopoly of Environmental Love) media improved student learning outcomes. In the initial condition (pre-cycle), the percentage of students who achieved learning completeness was only 37%, with an average score of 61.85. After the application of Mociling (Monopoly of Environmental Love) media, learning outcomes increased to 66.67% in Cycle I and reached 85.18% in Cycle II, with an average score of 81.48. The increase in classical learning outcomes reached 88.87%. The learning process utilizing Mociling (Monopoly of Environmental Love) media also fostered a more enjoyable learning atmosphere and encouraged students to be more active. Thus, the application of the Mociling (Monopoly of Environmental Love) media model is proven to be effective in enhancing learning outcomes in Pancasila Education, particularly in materials that necessitate an understanding of environmental care attitudes. This study recommends the use of Mociling (Monopoly of Environmental Love) media in education to create an interactive classroom atmosphere and increase students' learning motivation.]]>
