<![CDATA[Natural Science (IPA) learning in elementary schools is required not only to be oriented towards mastering concepts, but also to be able to train students' higher-order cognitive skills. However, science learning practices in elementary schools still tend to be teacher-centered so that they are not optimal in developing higher-order thinking skills. This study aims to determine the effect of implementing the Project Based Learning (PjBL) model with a scientific approach on higher-order cognitive skills in elementary school students' science subjects. This study uses a quantitative approach with a quasi-experimental research type and a pretest–posttest control group design. The research subjects consisted of two classes of students at Gelam 1 Elementary School, Sidoarjo, designated as the experimental class and the control class. The experimental class received learning using the Project Based Learning model with a scientific approach, while the control class used a scientific approach without PjBL. The research instrument was a science learning outcome test oriented to higher-order cognitive skills (C4–C6). Data were analyzed using descriptive statistics, prerequisite tests, and t-tests. The results showed that the average posttest score of the experimental class (82.10) was higher than the control class (71.30), with an increase in N-Gain of 0.62 in the experimental class and 0.36 in the control class. The t-test showed a significance value of 0.000 (p < 0.05), which indicated a significant difference between the two groups. Thus, it can be concluded that the application of the Project Based Learning model with a scientific approach is more effective in training students' high-level cognitive skills in science learning in elementary schools]]>
Copyrights © 2026
