<![CDATA[National identity crisis is a serious challenge for Indonesian diaspora students growing up in foreign cultural environments, requiring innovative and contextual pedagogical interventions. This study aims to analyze the implementation of the Problem Based Learning (PBL) model in Pancasila Education to strengthen patriotism among diaspora students at Sekolah Indonesia Kuala Lumpur (SIKL). The study employed a qualitative approach with a descriptive method and case study design. Participants consisted of the principal, teachers, and fourth-grade students selected through purposive sampling. Data were collected through participatory observation, semi-structured interviews, and documentation study, then analyzed using the Miles, Huberman, and Saldaña interactive analysis model, and validated through source and technique triangulation. The results show that the PBL syntax was implemented systematically through five stages: problem orientation, organizing students, guiding investigation, developing and presenting work, and analyzing and evaluating the process, by raising citizenship and cultural diversity issues relevant to diaspora students. Teachers also developed three main strategies: cosmopolitan culture materials, local wisdom values, and positive narratives of pride in Indonesian citizenship. The implementation of this learning had implications for increased self-confidence, tolerance, cooperation, social awareness, and students' contributive consciousness toward the nation's future. This study contributes theoretically to the development of inclusive Pancasila Education in diaspora settings and practically as a reference for teachers in designing national character-strengthening programs.]]>
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