<![CDATA[Pancasila-based character education in early childhood settings often suffers from pedagogical disorientation, becoming trapped in symbolic rote memorization and the verbal recitation of texts rather than fostering tangible behavioral application—particularly amidst declining social sensitivity and empathy in children due to digital device exposure. This study aims to comprehensively describe the implementation of instilling Pancasila values using a "Deep Learning" approach that integrates role-playing activities with a creative mini-series film project at Sabilul Huda Kindergarten in Tasikmalaya Regency. Employing a qualitative approach with an intrinsic case study design, data were collected from 11 children in Group B (aged 5–6 years), a classroom teacher, and the school principal through participant observation across 15 sessions, semi-structured in-depth interviews, and the documentation of digital artifacts and children's portfolios. Data analysis utilized an interactive model comprising condensation, data display, and conclusion verification, reinforced by triangulation and member checking. The findings demonstrate that the learning process unfolded in two systematic stages: a concept introduction phase based on multisensory stimulation and free role-play, followed by a mini-series film project phase involving script-based, structured role-play. This approach successfully transformed "moral knowing" into consistent "moral action," evidenced by the emergence of a collective social consciousness among the children—manifested in deliberating to resolve conflicts, practicing queuing, tidying up toys, and authentically reminding one another of classroom rules. Future research is encouraged to expand the scope through a multi-site quasi-experimental study to test the model's applicability across diverse early childhood education settings]]>
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