Guru memiliki peran penting dalam keberhasilan proses pembelajaran dan pencapaian hasil belajar siswa. dalam prakteknya, implementasi pembelajaran pendidikan pancasila di sd negeri 003 tarakan masih menghadapi berbagai kesulitan bagi guru. penelitian ini bertujuan untuk mendeskripsikan kesulitan yang dihadapi guru dalam mengimplementasikan pembelajaran pendidikan pancasila. pendekatan yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. subjek penelitian adalah tiga guru kelas pada fase b. hasil penelitian menunjukkan bahwa guru mengalami kesulitan dalam tiga tahap pembelajaran pendahuluan, inti, dan penutup yaitu (1) guru mengalami kesulitan dalam melaksanakan tes diagnostik, karena adanya perbedaan pengetahuan, dan gaya belajar siswa, serta keterbatasan waktu (2) guru menghadapi kesulitan dalam meningkatkan keaktifan siswa, akibat rendahnya partisipasi siswa dalam proses pembelajaran di kelas (3) guru mengalami kesulitan dalam mengevaluasi pembelajaran, terutama pada aspek penilaian kognitif, karena perbedaan pengetahuan dan karakteristik masing-masing siswa. temuan ini menunjukkan perlunya pelatihan dan pengembangan profesional guru agar mampu mengatasi kesulitan- kesulitan tersebut, serta meningkatkan kualitas pembelajaran pendidikan pancasila yang efektif dan sesuai kebutuhan siswa. kata kunci: kesulitan guru, implementasi pembelajaran, pendidikan pancasila.

Teachers have an important role in the success of the learning process and the achievement of student learning outcomes. in practice, implementing pancasila education learning at sd negeri 003 tarakan still faced various difficulties for teachers. this study describes the difficulties teachers face in implementing pancasila education learning. this study used descriptive qualitative data collection techniques through observation, interviews, and documentation. the research subjects were three class teachers in phase b. the results showed that teachers experienced difficulties in the three stages of introductory, core, and closing learning, namely (1) teachers had difficulty in carrying out diagnostic tests due to differences in knowledge and students' learning styles, as well as time constraints (2) teachers faced difficulties in increasing student activeness, due to low student participation in the learning process in class (3) teachers had difficulty in evaluating learning, especially in the cognitive assessment aspect, due to differences in knowledge and characteristics of each student. these findings bie a d treme for teacher tan an in professie nadev of panet in eder to be learning that is effective and according to student needs. keywords: teacher difficulties, learning implementation, pancasila education.