<![CDATA[Students’ difficulties in analyzing the application of norms and determining appropriate actions indicate the need for Pancasila Education instruction that connects concepts with everyday experiences. This study aimed to improve students’ learning outcomes on the topic of applying norms through an experiential learning model based on culturally responsive teaching (CRT) that integrates the cultural context of Madura. The study employed the Kemmis and McTaggart classroom action research (CAR) design and was conducted over two cycles involving 27 students in Class V-A at UPTD SDN Kamal 2. Data were collected through tests, observation, and documentation, then analyzed using quantitative descriptive analysis based on mean scores and the percentage of students in the class achieving learning mastery. Reflection on Cycle I informed improvements to the intervention in Cycle II by shifting concrete experiences from role play to learning stations, simplifying instructions, and grouping students according to their learning readiness. The results showed an increase in the mean score from 57.04 in the pre-cycle phase to 63.70 in Cycle I and 88.89 in Cycle II. The percentage of students achieving learning mastery increased from 33.33% in the pre-cycle phase to 59.26% in Cycle I and 88.89% in Cycle II. These findings indicate that implementing CRT-based experiential learning, accompanied by improvements to the intervention based on reflection, supports improved learning outcomes in the class studied. This study provides practical guidance for developing Pancasila Education instruction that connects concrete experiences, cultural contexts, and students’ learning readiness. Further research could extend its application to different topics and cultural contexts using more varied forms of assessment.]]>
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