<![CDATA[This study aimed to analyze student perceptions and the impact of Project-Based Learning (PjBL) integrated with English for Physics (EFP) on students' conceptual understanding in the Physics Laboratory II course. Addressing previous research gaps that focused separately on physics concept understanding or EFP instruction without involving laboratory experiments, this study involved 10 physics students from Universitas Negeri Manado. Data were collected through perception questionnaires and post-test conceptual understanding tests, then analyzed to evaluate the effectiveness of this approach. The results indicated that PjBL significantly enhanced students' conceptual understanding, with the class's average post-test score reached 83.00. PjBL's contribution to conceptual understanding was particularly high in "Sensor Working Principles" (100%), "Experiments" (80%), and "English for Physics" (75%). Students also held very positive perceptions of PjBL, reporting increased learning activeness, concept comprehension, independence, and 21st-century skills such as collaboration and scientific communication. Nevertheless, it was found that English language confidence and mastery of technical terminology still require further attention. This study concluded that the integration of PjBL and ESP is a highly effective method for fostering deep conceptual understanding and scientific communication skills, preparing students for practical applications and global challenges.]]>
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