This study's overarching goal is to ascertain whether or not the discovery learning paradigm may improve democratic traits and academic performance. In this study, action research was conducted in the classroom over the course of two cycles. Rural primary schools in Sidoarjo were the focus of this study. Data on learning outcomes were collected using a questionnaire, and data on democratic character value was collected by a test of learning outcomes administered at the end of each cycle. This study made use of descriptive statistics for its analysis of data. Class IV students' learning outcomes and their appreciation for democratic principles both improve with the implementation of this discovery learning paradigm. The calculated mean shows the answer. Over and above the researcher-determined KKM of 75.0, students' democratic character is typically valued at 57.0 after the first cycle, 63.23 after the second, and 77.14 after the third. In addition, the researcher finds that the average value of student learning outcomes rises from 78.0 in the first cycle to 80.47 in the second cycle to 89.04 in the third cycle, all while remaining above the KKM, which is 85.0. The quality of democracy and educational outcomes for students can both benefit from the use of the discovery learning approach.

This descriptive quantitative research aimed to strengthen the creative dimension of the Pancasila Student Profile by applying a project-based learning model. The study involved class IV B students from an elementary school in Sidoarjo, where they worked on a poster series project with the theme of Bhinneka Tunggal Ika. Data collection used a creative dimension Pancasila Student Profile questionnaire sheet, an observation sheet, and a serial poster assessment sheet. The study found that the poster series successfully reflected the theme and could be disseminated in the school environment as a reflection of the profile of Pancasila students. Moreover, the students' creative dimension improved significantly, with scores increasing from 52 to 82 in stages 1-4. This project has implications for increasing students' creativity and their understanding of Bhinneka Tunggal Ika and can be utilized for ongoing projects with different themes.