<![CDATA[This study aims to evaluate the implementation of project-based learning (PjBL) in Indonesian language learning at SMP PGRI Tawangharjo using the CIPP evaluation model, covering context, input, process, and product. The study employed a descriptive evaluative approach with quantitative data supported by qualitative evidence. Participants consisted of an Indonesian language teacher, 30 eighth-grade students, the principal, and the vice principal. Data were collected through classroom observation, student questionnaires, interviews, and documentation of teaching materials and student projects. Quantitative data were analyzed descriptively using means and percentages, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The findings show that the school has a positive commitment to innovative learning, but formal policy support for PjBL has not been fully developed. Teachers demonstrate strong initiative, although teaching tools, assessment rubrics, infrastructure, and project resources remain limited. PjBL implementation is relatively stronger in determining basic questions and project implementation, but weaker in monitoring and reflection. Student products, including brochures, short stories, and posters, are creative and varied, yet language accuracy, structure, aesthetics, and evaluation need improvement. The study implies that systematic school policies, continuous teacher development, adequate facilities, formative assessment, reflection, and collaborative supervision are required to strengthen PjBL implementation.]]>
