<![CDATA[This study aimed to improve fourth-grade elementary school students' learning outcomes in the subject of Pancasila Education through the use of the Rights and Responsibilities Board as a learning medium. The study was motivated by the finding that students experienced difficulties in understanding the concepts of rights and responsibilities because the material is conceptual in nature. Therefore, a concrete learning medium that provides direct learning experiences was needed to facilitate students' conceptual understanding. This research employed the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection. The participants were 27 fourth-grade elementary school students. The study was conducted in three cycles. Data were collected through learning achievement tests and observations of classroom learning activities. The findings indicated a consistent improvement in students' learning outcomes across each cycle. The average student score increased from 75.52 in the first cycle to 85.93 in the second cycle and reached 89.50 in the third cycle. These results demonstrate that the use of the Rights and Responsibilities Board as a learning medium effectively enhanced students' conceptual understanding and improved their learning outcomes in Pancasila Education]]>
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