<![CDATA[This study aims to examine the role of ice breaking in Civics (PKn) learning for third-grade students at SDIT Luqman Al Hakim. This research employed a descriptive qualitative approach, with data collected through classroom observations during the learning process. The results indicated that prior to the implementation of ice breaking, the learning process tended to be monotonous, teacher-centered, and resulted in low student participation as well as learning fatigue. After the implementation of ice breaking, there was a noticeable improvement in students’ enthusiasm, participation, and engagement in the learning process. Ice breaking was found to be effective in restoring students’ concentration, creating a more enjoyable learning atmosphere, and enhancing social interaction among students. Although there were some challenges, such as time management and classroom control, the implementation of ice breaking still had a positive impact on the quality of learning. Therefore, ice breaking can be considered an innovative instructional strategy to improve the effectiveness of Civics learning in elementary schools.]]>
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