<![CDATA[This study aims to examine: (1) the differences in learning outcomes between students with high and low learning interest, (2) the differences in learning outcomes between the Project-Based Learning (PjBL) model integrated with Social Emotional Learning (SEL) and the PjBL model alone, and (3) the interaction between learning interest and the PjBL model integrated with SEL on students' learning outcomes. The research employed a 2x2 factorial experimental design with a population of 394 students from SMA Negeri 6 Kupang. A total of 77 students were selected using non-probability sampling through purposive sampling techniques. Data were analyzed using two-way ANOVA at a 5% significance level. The results revealed that: (1) there was a significant difference in learning outcomes based on learning interest (Fcalculated = 15.521 > Ftable = 3.972), with students who had high learning interest achieving better outcomes; (2) there was a significant difference in learning outcomes between the PjBL-SEL model and the PjBL-only model (Fcalculated = 22.302 > Ftable = 3.972), with the PjBL-SEL model proving to be more effective; and (3) a significant interaction was found between learning interest and the instructional model on learning outcomes (Fcalculated = 9.075 > Ftable = 3.972), indicating that the integration of SEL within the PjBL model can optimally enhance learning outcomes, particularly among students with high learning interest. ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) perbedaan hasil belajar antara peserta didik dengan minat belajar tinggi dan rendah, (2) perbedaan hasil belajar antara model Pembelajaran Berbasis Proyek (PjBL) terintegrasi Pembelajaran Sosial Emosional (PSE) dan PjBL saja, serta (3) interaksi antara minat belajar dan model PjBL terintegrasi PSE terhadap hasil belajar. Penelitian menggunakan desain eksperimen faktorial 2x2 dengan populasi 394 siswa SMA Negeri 6 Kupang, dan sampel 77 siswa yang dipilih melalui non probably sampling dengan purposive sampling. Data dianalisis menggunakan ANOVA dua jalur dengan taraf signifikansi 5%. Hasil menunjukkan bahwa: (1) terdapat perbedaan signifikan hasil belajar berdasarkan minat belajar (Fhitung = 15,521 > Ftabel = 3,972), di mana peserta didik dengan minat belajar tinggi memperoleh hasil lebih baik; (2) terdapat perbedaan signifikan antara model PjBL-PSE dan PjBL saja (Fhitung = 22,302 > Ftabel = 3,972), dengan PjBL-PSE terbukti lebih efektif; dan (3) terdapat interaksi signifikan antara minat belajar dan model pembelajaran terhadap hasil belajar (Fhitung = 9,075 > Ftabel = 3,972) yang mengindikasikan bahwa penerapan PjBL terintegrasi PSE secara optimal dapat meningkatkan hasil belajar, terutama pada peserta didik dengan minat belajar tinggi.]]>
