<![CDATA[According to the 2018 PISA results, elementary school students in Indonesia still lack the skills necessary to be considered scientifically literate. Indonesia ranks 79th among all countries. Because teachers do not use creative learning tools and students follow a traditional science curriculum, they do not become scientifically literate. Specifically, this study compared the reading comprehension skills of fourth-grade science students before and after they used PjBL-based flipbooks. Then, this study examined the effect of the flipbooks on fourth-grade science students' reading comprehension and, finally, the overall effect of the flipbooks on students' reading comprehension. This study's quasi-experimental design used a control group that was not identical to the target group. A total of twenty-one students served as the control group and eighteen as the experimental subjects in this study, which used a cluster random sampling method. In total, thirty-eight students participated. Twenty items were randomly selected and tested for reliability and validity to form the research instrument. The average posttest score was 82.78 for the experimental class (an increase of 31.11 points) and 64.25 for the control class (an increase of 11.75 points). (3) there was a significant effect of the use of PjBL-based flipbook teaching materials on students' scientific literacy skills, as evidenced by the results of the Paired Samples T-Test (t = -97.897;) and the Independent Samples T-Test (t = -18.244; Sig. = 0.000 < 0.05). The experimental group achieved an outstanding learning achievement of 77.78%, in stark contrast to the control group, which only achieved 30%. Participation in class activities increased from 76.78 percent to 89.58 percent among students. The findings of this study indicate that PjBL-based flipbooks offer a new approach to science teaching in elementary schools. ]]>
