<![CDATA[This study aims to improve student learning outcomes through the implementation of Project-Based Learning (PBL) at SMPN 1 Saling, Empat Lawang Regency. The research was motivated by low student engagement and limited critical-thinking skills, which negatively affected academic achievement. A classroom action research (CAR) design was employed over two cycles, each consisting of planning, implementation, observation, and reflection stages. The participants were 30 eighth-grade students. Data were collected using learning outcome tests, student activity observation sheets, and documentation, and were analyzed descriptively using both quantitative and qualitative approaches. The findings indicate that applying project-based learning increased students’ activeness, collaboration skills, and problem-solving abilities. The average learning outcome score improved from 72.5 in the first cycle, with a 70% mastery rate, to 84.3 in the second cycle, achieving a 93% mastery rate. These results demonstrate that project-based learning fosters a more engaging, challenging, and real-world-oriented classroom environment, which enhances student motivation and achievement. In conclusion, PBL is effective in improving student learning outcomes while simultaneously cultivating 21st-century skills such as critical thinking, collaboration, and creativity. The study recommends that teachers adopt project-based learning as an innovative instructional strategy to support competency development and create meaningful learning experiences.]]>
