<![CDATA[Students’ civic responsibility in Citizenship Education remains a significant challenge in elementary schools. Teacher-centered learning practices often limit students’ opportunities to analyze social issues, express opinions, and develop responsible citizenship attitudes. This study aimed to analyze the effectiveness of the Controversial Issues learning model in improving students’ civic responsibility in Citizenship Education. This research employed a quasi-experimental method using a non-equivalent control group design. The research subjects consisted of 60 students, including 30 students in the experimental group and 30 students in the control group, while 35 students participated in the instrument testing process. Data were collected through tests and questionnaires using a civic responsibility test and a civic responsibility questionnaire that met validity and reliability requirements. Data were analyzed using descriptive and inferential statistics through an independent sample t-test. The findings revealed a significant difference between students who participated in the Controversial Issues learning model and those who received conventional instruction. The experimental group achieved higher civic responsibility scores than the control group, indicating that the model effectively enhanced students’ civic responsibility. Therefore, the Controversial Issues learning model can be considered an effective alternative for fostering students’ civic responsibility and active participation in social life.]]>
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