<![CDATA[This study was motivated by the low level of understanding among fifth-grade students at UPT SDN 8 Pinrang regarding the values of Pancasila. These values had previously been taught primarily through memorization and lecture-based methods, making the learning process less meaningful and less engaging for students. The objective of this study was to improve students' understanding of Pancasila values through the use of stop-motion media and digital mind maps. This research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, which was conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The participants were 18 fifth-grade students. Data were collected through observation sheets, learning achievement tests, and documentation, and were analyzed using descriptive quantitative techniques. The findings revealed that the average percentage of students' learning activities increased from 68.2% (fair category) in Cycle I to 85.2% (good category) in Cycle II. The average learning achievement score also improved from 71 in Cycle I to 83 in Cycle II, while the learning mastery percentage increased from 67% to 89%, exceeding the predetermined success indicator of 80%. These findings indicate that the integration of stop-motion media and digital mind maps effectively creates a more interactive, concrete, and meaningful learning environment. Therefore, this approach can serve as an alternative instructional strategy for teaching Pancasila and Citizenship Education in elementary schools.]]>
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