<![CDATA[Learning strategies and innovations in teaching and learning activities are lacking, which contributes to students' lack of conceptual understanding. The purpose of this study is to ascertain how the project-based learning approach, with the aid of Ruinmahi media, affects the conceptual comprehension of third-grade elementary school pupils. This study employs a purposive sample design and a quasi-experimental research design. Tests, specifically the pretest and posttest, are used in data collection procedures. Techniques for gathering non-test data include documentation, questionnaires, unstructured interviews, and observation. Validity, reliability, difficulty, discriminatory power, normalcy, homogeneity, hypothesis testing with independent sample t-tests, and basic linear regression tests are some of the methods used to collect data. The study's findings show that the experimental class, which used the project-based learning approach with the help of ruinmah media, and the control class, which used the project-based learning model alone, had significantly different conceptual understandings. The experimental class's conceptual comprehension average is 82.36 points greater than the control class's, which is 72.36 points lower. Furthermore, with a R square value of 0.619, or 61.9%, the project-based learning paradigm with Ruinmahi's assistance has an impact on students' conceptual knowledge. This demonstrates that students' conceptual knowledge may be enhanced by 61.9% using the project-based learning methodology with the help of Ruinmahi media. The study's findings suggest that the project-based learning approach, with the use of Ruinmahi media, can enhance third-grade elementary school pupils' conceptual comprehension.]]>
