<![CDATA[This study is motivated by the low learning outcomes of fourth-grade students at UPT SDN 32 Tanjuang Bonai caused by limited student engagement, the use of lecture-dominated teaching methods, and suboptimal group learning activities that failed to fully activate student participation. This study aims to describe the improvement of student learning outcomes through the implementation of the Team Games Tournament (TGT) model in Pancasila Education. This research employs Classroom Action Research (CAR) using both qualitative and quantitative approaches, conducted in two cycles consisting of planning, implementation, observation, and reflection. Data were collected through test and non-test techniques, including assessment of the Learning Implementation Module (RPM), teacher and student activity observation, and student learning outcomes encompassing attitude, knowledge, and skills dimensions. The subjects of this study were the teacher and 20 fourth-grade students at UPT SDN 32 Tanjuang Bonai during the January–June semester of the 2025/2026 academic year. The results indicate consistent improvement in each cycle. The RPM assessment score increased from 91.66% in Cycle I to 100% in Cycle II. Teacher activity improved from 91.06% in Cycle I to 96.42% in Cycle II. Student activity also increased from 83.92% in Cycle I to 96.42% in Cycle II. Student learning outcomes improved across all dimensions: the average attitude score rose from 79.16 to 87.5; knowledge from 77.5 to 90; and skills from 81.61 to 90.83, achieving overall mastery.]]>
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