<![CDATA[The low level of numeracy-integrated literacy skills among elementary school students remains a significant educational issue, particularly in understanding reading texts, interpreting data, and solving contextual problems. This condition is influenced by learning practices that tend to separate literacy and numeracy competencies and rely on less contextual teaching approaches. This study aimed to describe the implementation of the “SarKaTa” project based on Project-Based Learning (PjBL), analyze the improvement of numeracy-integrated literacy skills among fifth-grade elementary school students, and identify students’ engagement during the learning process. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. Data were collected through observation, tests, and documentation, while qualitative and quantitative descriptive analyses were used to interpret the findings. The results revealed that the implementation of the “SarKaTa” project through PjBL effectively improved students’ numeracy-integrated literacy skills. The average student score increased from 67.25 in the pre-action stage to 74.18 in Cycle I and 81.32 in Cycle II. Learning mastery also improved from 42.86% to 67.86% and reached 85.71% in Cycle II. Furthermore, students demonstrated increased engagement in discussions, information analysis, data processing, project presentations, and collaborative activities. Therefore, the “SarKaTa” project based on PjBL can be considered an effective instructional innovation for strengthening numeracy-integrated literacy skills among elementary school students.]]>
