<![CDATA[Deep learning in the Merdeka Curriculum requires students to develop eight character dimensions, two of which are critical reasoning and independence. This study aimed to examine the improvement of these two dimensions among second-grade elementary school students through the implementation of the Project-Based Learning (PjBL) model in Pancasila Education on the topic of the environment. The study employed a Classroom Action Research (CAR) method based on the theory of Kemmis et al. (2014) and was conducted in three cycles. The subjects were 29 second-grade students at an elementary school in Malang City, comprising 14 boys and 15 girls. Data were collected through triangulation involving two observers, namely the researcher (Observer 1) and classroom teacher (Observer 2), supported by parents’ perceptions. The analyzed instruments included quantitative observation results, qualitative field findings, and quantitative parent perception questionnaires. The results showed a gradual improvement in students’ critical reasoning and independence dimensions. Cycle I was dominated by the “Developing” level, Cycle II by the “Proficient” level, and Cycle III by the “Advanced” level. The “Advanced” level in critical reasoning was highest in the Decision-Making and Problem-Solving subdimensions, both at 79%, while independence was highest in the Responsibility and Self-Development subdimensions, both at 62%. Thus, PjBL on environmental topics can improve students’ critical reasoning and independence.]]>
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