<![CDATA[This action research in the classroom was carried out to see if the project-based learning model improved the high-level thinking skills of fourth grade students. This research was conducted in class IV-B, SDN 082 Muararajeun, with 33 students. This classroom action research was conducted during two learning cycles. This research is applied to different subjects in each cycle but still measures HOTS indicators in the realms of analyzing (C4), evaluating (C5), and creating (C6). Assessment of indicators in each cycle is carried out using observational instruments, worksheets, learning outcomes through individual works or evaluations, student feeling questionnaires, and research documentation. In cycle I, the project-based learning model was combined with the collective painting method to be applied in fine arts subjects. In cycle II, the project-based learning model was combined with the experimental method to be applied in the science subjects. After conducting classroom action research from cycle I to cycle II, there was an increase in students' high-level thinking skills by applying the project-based learning model based on the evaluation results of cycle I and cycle II. This increase can be seen in the learning outcomes with learning objectives in the realm of C6 in the very good category, which went from 24% in cycle I to 93% in cycle II. The good category is 33% in cycle I and 6% in cycle II. enough category from 36% in cycle I to 0% in cycle II.]]>
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