<![CDATA[Penelitian ini bertujuan untuk menganalisis pengaruh model Project Based Learning (PjBL) terhadap motivasi dan hasil belajar Ilmu Pengetahuan Alam dan Sosial (IPAS) siswa kelas V SD Inpres Perumnas Antang 1/1, Kecamatan Manggala, Kota Makassar. Latar belakang penelitian didasari oleh rendahnya motivasi dan hasil belajar siswa akibat penerapan metode konvensional (ceramah) yang kurang interaktif. Metode penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe non-equivalent control group. Sampel terdiri dari 59 siswa yang terbagi menjadi kelas eksperimen (31 siswa) dan kelas kontrol (28 siswa). Instrumen penelitian meliputi angket motivasi dan tes hasil belajar. Analisis data menggabungkan statistik deskriptif dan inferensial (uji normalitas, homogenitas, serta uji hipotesis dengan ANCOVA dan MANOVA). Hasil penelitian menunjukkan bahwa motivasi belajar siswa pada kelas eksperimen (rata-rata = 80,00; SD = 4,633) secara signifikan lebih tinggi dibandingkan kelas kontrol (rata-rata = 65,61; SD = 8,355). Demikian pula hasil belajar kelas eksperimen (rata-rata = 82,42; SD = 8,334) lebih unggul daripada kelas kontrol (rata-rata = 79,00; SD = 7,756). Uji hipotesis membuktikan pengaruh signifikan model PjBL terhadap motivasi (*p* = 0,000) dan hasil belajar (*p* = 0,001) secara terpisah, serta secara simultan (*p* = 0,000). Simpulan penelitian mengonfirmasi bahwa model PjBL efektif meningkatkan motivasi dan hasil belajar IPAS secara signifikan dibandingkan model konvensional, melalui partisipasi aktif, kolaborasi, dan kontekstualisasi materi. Implikasinya, guru disarankan mengadopsi PjBL untuk menciptakan pembelajaran yang lebih dinamis dan bermakna. This study aims to analyze the effect of the Project Based Learning (PjBL) model on the motivation and science learning outcomes of fifth-grade students at SD Inpres Perumnas Antang 1/1, Manggala District, Makassar City. The research background stems from low student motivation and learning outcomes due to conventional teaching methods (lectures) that lack interactivity. The study employed a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The sample consisted of 59 students divided into an experimental class (31 students) and a control class (28 students). Research instruments included motivation questionnaires and learning outcome tests. Data analysis combined descriptive and inferential statistics (normality test, homogeneity test, and hypothesis testing using ANCOVA and MANOVA). Results indicated that learning motivation in the experimental class (mean = 80.00; SD = 4.633) was significantly higher than the control class (mean = 65.61; SD = 8.355). Similarly, learning outcomes in the experimental class (mean = 82.42; SD = 8.334) surpassed the control class (mean = 79.00; SD = 7.756). Hypothesis testing confirmed the significant effect of PjBL on motivation (*p* = 0.000) and learning outcomes (*p* = 0.001) separately, as well as simultaneously (*p* = 0.000). The study concludes that the PjBL model is effective in significantly improving motivation and science learning outcomes compared to conventional methods, facilitated by active participation, collaboration, and material contextualization. Consequently, teachers are recommended to adopt PjBL to create more dynamic and meaningful learning experiences.]]>
