<![CDATA[This study was motivated by the low levels of responsibility and *gotong royong* (mutual cooperation) among third-grade students at SD Negeri 071160 Dahana Esiwa, a situation evidenced by the prevalence of lecture-based instruction and limited student engagement in group activities. The study aimed to describe the implementation of a constructivist approach in fostering responsibility and mutual cooperation among the students. A descriptive qualitative approach was employed, involving a Pancasila Education teacher, the school principal, and three students selected through purposive sampling. Data were collected via observation, interviews, and document analysis, and subsequently analyzed thematically using source triangulation. The findings indicate that the constructivist approach fosters the development of responsibility and mutual cooperation. Responsibility was demonstrated through the consistent completion of tasks and fulfillment of group roles, while mutual cooperation was evident in task distribution, role rotation, mutual assistance, and collaborative task completion. Implementation faced challenges such as time constraints, suboptimal parental support, the dominance of certain students, and limited facilities. The constructivist approach provides opportunities for character development through active learning experiences supported by teachers, the school, and families]]>
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