<![CDATA[This study aims to describe the effectiveness of a Pancasila Education teaching device based on Problem Based Learning (PBL) with a visual thinking approach in improving the literacy skills of fifth-grade students on the topic of cultural diversity. The teaching device had previously been developed using the 4D model (Define, Design, Develop, Disseminate) and was declared highly valid (96.30%) and highly practical (86%) in an earlier development stage. This study used a quantitative approach with a pre-experimental one-group pretest-posttest design. The population and sample consisted of 24 fifth-grade students at UPT SDN Campurejo 1 Rengel Tuban, determined through saturated sampling. The instruments used were a 30-item literacy test, a student response questionnaire, a lesson implementation observation sheet, and a learning motivation questionnaire. Data were analyzed descriptively by calculating the percentage of achievement for each effectiveness indicator. The results showed an increase in students' ability to explain the concept of cultural diversity from 40% at pretest to 80% at posttest, with the average comprehension score rising from 65 to 85. The effectiveness recapitulation showed increases of 82% in learning motivation, 85% in literacy ability, 86% in student response, and 86% in teacher participation, with an overall average of 84.75%, categorized as effective. It is concluded that the PBL-based Pancasila Education teaching device with a visual thinking approach is effective in improving the literacy skills of elementary school students in grade V.]]>
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