<![CDATA[Student activeness has become an important aspect in creating meaningful science learning. However, classroom learning was still dominated by teacher-centered activities, resulting in limited student participation. This study aimed to analyze the activeness of eight-grade students during the implementation of Project-Based Learning integrated with Science, Technology, Engineering, and Mathematics on the topic of mixture separation. The study employed a descriptive qualitative approach involving 30 eight-grade students at SMP Negeri 5 Malang. Data were collected through classroom observation, structured interviews, and documentation. The collected data were analyzed using method that consisting of data collection, data reduction, data display, and conclusion drawing. The findings showed that the implementation of Project-Based Learning integrated with Science, Technology, Engineering, and Mathematics can facilitated the emergence of all indicators of students activeness. The most dominant indicators were carrying out group tasks, participating in problem-solving discussions, and conducting discussions according to the teacher’s directions, indicating that the project-based collaborative activities encouraged active participation throughout the learning process. In contrast, asking questions when encountering difficulties appeared least frequently because students tended to discuss problems with their peers or search for information independently before asking the teacher. Overall, the implementation of Project-Based Learning integrated with Science, Technology, Engineering, and Mathematics provided meaningful learning experiences that promoted collaboration, problem-solving, information seeking, reflection, and the application of scientific concepts in authentic contexts. The findings suggested that the learning approach could serve as an alternative for fostering student activeness in science classrooms.]]>
