<![CDATA[This study aims to examine the effect of the Project-Based Learning (PjBL) model on the learning interest of Elementary School Teacher Education (PGSD) students at Universitas Negeri Makassar in the Traditional Games course. The research responds to the limitations of conventional teaching practices that tend to lack active student involvement and do not fully accommodate local wisdom-based approaches. Employing a quantitative approach with a post-test only control group experimental design, the sample consisted of 66 students from the 2024 cohort, divided into two classes: an experimental group (M.24.8) and a control group (M.24.11), selected through purposive sampling. The research instrument was a Likert-scale questionnaire measuring learning interest based on four indicators: attention, interest, engagement, and enjoyment. Data analysis included descriptive statistics, normality testing (Shapiro-Wilk), homogeneity testing (Brown-Forsythe), and hypothesis testing using Welch’s t-test and the Mann-Whitney U test. The results indicated that the experimental group had a higher mean score of learning interest (M = 43.91) compared to the control group (M = 39.97), with a significance value of < 0.001. This study contributes to the literature by demonstrating the effectiveness of the PjBL model in the context of culturally grounded instruction and provides practical implications for developing contextual and participatory learning strategies in primary teacher education.]]>
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