<![CDATA[Strengthening the cognitive aspect in Pancasila Education requires learning that goes beyond rote memorization, while the Pancawaluya program in West Java positions the Pinter value as the basis of students’ intellectual capacity. This study aims to describe the implementation of the Pinter value based on the Pancawaluya program in Pancasila Education and its contribution to the cognitive aspect of eleventh-grade students at SMAN 2 Klari. The study used a descriptive qualitative approach. Informants were selected purposively: one Pancasila Education teacher, the principal, and two eleventh-grade students. Data were collected through semi-structured interviews, observation of one two-lesson-hour meeting, and document study, then analyzed through data condensation, data display, and conclusion drawing and verification, with validity checked through source and technique triangulation. The findings show that Pinter is understood as the ability to comprehend, reason, and connect lessons with real life. It is implemented through lesson plans, active case-based learning (problem-based learning, group discussion, and Think-Pair-Share), the integration of Sundanese local wisdom, and assessments that require reasoning. The cognitive improvement is visible in students’ willingness to ask questions, more coherent essay answers, the ability to relate concepts to real cases, and knowledge scores that meet the mastery standard. However, the improvement is uneven, especially in the originality of ideas and the depth of reasoning. Unspecified indicators of creative thinking, local wisdom used merely as examples, and limited time and references are the main constraints. The findings are contextual and are not intended for generalization.]]>
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