<![CDATA[This study aimed to describe the implementation of the Student Teams Achievement Division (STAD) cooperative learning model and students' activities during its implementation in Pancasila Education learning for Grade II A students at SDN 102/II Sungai Kerjan. This research employed a qualitative approach with a descriptive design. The research subjects consisted of the Grade II A teacher and 22 students. Data were collected through observation, interviews, and documentation. Data analysis involved data reduction, data presentation, and conclusion drawing. Data validity was established through source and technique triangulation. The results showed that the STAD model was implemented through learning objectives and motivation, material presentation, heterogeneous group formation, group discussion and cooperation, task completion, individual evaluation or quizzes, feedback, and teacher guidance and motivation. Students' activities included paying attention to the teacher's explanation, discussing, cooperating, sharing tasks, helping peers, asking and answering questions, expressing opinions, and respecting group members' opinions. Overall, students showed a good response to the implementation of STAD. However, students' levels of participation, confidence, and willingness to express opinions were not completely equal. Some students still required teacher guidance, motivation, and encouragement, particularly when asking questions and expressing opinions in front of the class. Therefore, the implementation of the STAD cooperative learning model provides opportunities for students to participate directly in Pancasila Education through cooperation, discussion, interaction, and peer assistance.]]>
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