<![CDATA[This study was motivated by the low level of students' understanding in the Pancasila Education subject at Grade IV of SDN 94/II Muara Bungo. Based on the results of the preliminary observation, students were still less active during the learning process because the instruction was teacher-centered and did not provide sufficient opportunities for students to participate actively. As a result, the learning objectives had not been achieved. Therefore, this study aimed to improve students' understanding through the implementation of the Role Playing learning model. This study employed a Classroom Action Research (CAR) design conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The research subjects were 19 fourth-grade students of SDN 94/II Muara Bungo. The data were collected through observation, comprehension tests, and documentation, and then analyzed using qualitative and quantitative techniques. The findings revealed that the implementation of the Role Playing model improved both the learning process and students' understanding. The teacher's activity increased from 68% and 72% in Cycle I to 77% and 81% in Cycle II. Students' learning activity also improved from 63% and 72% in Cycle I to 77% and 82% in Cycle II. In addition, the students' average comprehension test score increased from 52% in Cycle I to 84% in Cycle II. It can therefore be concluded that the Role Playing model is effective in improving students' understanding in the Pancasila Education subject at Grade IV of SDN 94/II Muara Bungo.]]>
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