<![CDATA[Twenty-first-century learning underscores the urgency of implementing deep learning–based instruction and authentic, experience-based learning. In line with this, the present study aims to analyze the effect of implementing the Project-Based Learning (PjBL) model combined with differentiated instruction assisted by digital media through a deep learning approach on the IPAS learning outcomes of fifth-grade students, viewed from their learning styles. This study employed a pre-experimental method with a one-group pretest–posttest design. The research sample consisted of 17 fifth-grade students of SDI Fatufeto 2, Kupang City, selected using a simple random sampling technique. The research instruments included a learning style questionnaire, observation sheets, and a validated learning outcomes test. Data analysis was conducted using descriptive statistics, prerequisite tests of analysis, one-way ANOVA, post-hoc tests, paired-sample t-tests, and effect size calculations. The paired-sample t-test results showed a statistically significant improvement in IPAS learning outcomes after the treatment in each learning style group, with a very large effect size (Cohen’s d > 2.00). In addition, the one-way ANOVA results indicated differences in abilities among learning style groups after the treatment was administered. These findings demonstrate that the implementation of the PjBL model, differentiated instruction based on learning style differences, and digital media is effective in improving IPAS learning outcomes. ]]>
