<![CDATA[ABSTRACT Learning in IPAS at the elementary school level needs to provide experiences that allow students to understand concepts through real-world activities while simultaneously developing their ability to work collaboratively. The initial condition in Grade IV at SD Negeri 02 Tambaksogra indicated that students’ learning achievement and mutual cooperation still needed to be strengthened. Therefore, this study was directed at analyzing the implementation of Project-Based Learning based on Deep Learning, assisted by a Science Project Kit, in teaching the properties and changes of matter. The study employed Classroom Action Research using the Kemmis and McTaggart model over two cycles, each consisting of planning, action, observation, and reflection, involving 15 students and one classroom teacher. Data were collected through learning achievement tests, a mutual cooperation questionnaire, and observations of teacher and student activities, and were analyzed descriptively and quantitatively using learning mastery and achievement percentages. Learning achievement increased from 33.3% in the pre-cycle to 66.7% in Cycle I and 93.3% in Cycle II. The mutual cooperation score increased from 56.7% to 73.3% and reached 90.1% at the end of the intervention, while teacher and student activity reached 92.3% and 88.5%, respectively. The integrated implementation improved learning achievement while strengthening mutual cooperation, offering an alternative IPAS learning design that combines conceptual mastery, hands-on experiences, and students’ collaborative engagement. ABSTRAK Pembelajaran IPAS di sekolah dasar perlu memberi pengalaman yang memungkinkan peserta didik memahami konsep melalui kegiatan nyata sekaligus membangun kemampuan bekerja bersama. Kondisi awal di kelas IV SD Negeri 02 Tambaksogra memperlihatkan bahwa capaian prestasi belajar dan gotong royong masih perlu diperkuat, sehingga penelitian ini diarahkan untuk menganalisis penerapan Project-Based Learning berbasis Deep Learning berbantuan Science Project Kit pada materi sifat dan perubahan wujud benda. Penelitian dilaksanakan sebagai Penelitian Tindakan Kelas dengan model Kemmis dan McTaggart dalam dua siklus, masing-masing melalui perencanaan, tindakan, observasi, dan refleksi, dengan melibatkan 15 peserta didik dan seorang guru kelas. Data diperoleh melalui tes hasil belajar, angket gotong royong, serta observasi aktivitas guru dan peserta didik, kemudian dianalisis secara deskriptif kuantitatif menggunakan persentase ketuntasan dan capaian. Ketuntasan prestasi belajar meningkat dari 33,3% pada pra-siklus menjadi 66,7% pada siklus I dan 93,3% pada siklus II. Capaian gotong royong bergerak dari 56,7% menjadi 73,3% dan mencapai 90,1% pada akhir tindakan, sementara aktivitas guru dan peserta didik masing-masing mencapai 92,3% dan 88,5%. Penerapan terpadu tersebut mampu meningkatkan prestasi belajar sekaligus memperkuat gotong royong, sehingga dapat menjadi alternatif rancangan pembelajaran IPAS yang menggabungkan penguasaan konsep, pengalaman hands-on, dan keterlibatan kolaboratif peserta didik.]]>
