<![CDATA[The urgency of this research lies in enhancing elementary school students’ understanding of the character values of the formulators of Pancasila through problem-based learning and character dilemma cards. Character learning in Pancasila Education at the elementary school level should extend beyond factual knowledge of historical figures by enabling students to interpret character values and connect them with decision-making in everyday situations. The urgency of this study arises from the initial condition of fourth-grade students, whose understanding of the characters of the formulators of Pancasila remained suboptimal, indicating the need for more contextual, dialogic, and problem-oriented learning. This study aimed to examine the implementation of Problem-Based Learning (PBL) assisted by Kartu Dilema Tokoh and its changes in students’ understanding of the characters of the formulators of Pancasila. The study employed Classroom Action Research based on the Kemmis and McTaggart model through two cycles of planning, action, observation, and reflection. The participants were 25 fourth-grade students at UPT SD Negeri 52 Gresik, Indonesia. Data were collected through learning outcome tests, student activity observations, PBL implementation observations, student worksheets, and documentation, and were analyzed descriptively. The findings showed that the mean score increased from 67.28 at the pre-action stage to 78.40 in Cycle I and 88.00 in Cycle II. Classical mastery increased from 52% to 64% and 88%, exceeding the 75% success criterion. Observations also indicated improved participation, dilemma analysis, reasoning, consideration of consequences, and connections between character values and everyday situations. The findings suggest that integrating PBL with Kartu Dilema Tokoh can support more active, contextual, and meaningful character learning.]]>
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