<![CDATA[This study aims to analyze the improvement of students' active participation and learning motivation in Pancasila Education through the implementation of the “Youth Mini DPR Plenary Session” Role-Play learning model. This Classroom Action Research (CAR) utilizes the Kemmis and McTaggart framework conducted across two iterative cycles, comprising planning, acting, observing, and reflecting. The subjects were 31 students of class VIII B at SMPN 4 Madiun. Data were collected using active participation observation sheets, Likert-scale motivation questionnaires, and process documentation, then analyzed using combined descriptive quantitative and qualitative methods. Pre-cycle baseline data indicated low engagement: only 11 students (35.48%) were active, 5 students (16.13%) moderate, and 15 students (48.39%) passive. Following the CAR implementation in Cycles I and II, significant progress was achieved: 18 students (58.06%) reached the active and highly motivated category, 7 students (22.58%) were moderately active and motivated, 4 students (12.90%) were moderately active but unmotivated, and passive students dropped drastically to 2 students (6.45%). Overall, 25 out of 31 students (80.65%) achieved active and motivated criteria, successfully exceeding the 75% target indicator. Consequently, the simulation of Youth Mini DPR Role-Play is empirically proven to enhance student involvement and learning drive in civic and constitutional concepts.]]>
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