<![CDATA[This study aims to analyze the effectiveness of the Project-Based Learning (PjBL) model on the communication skills of fifth-grade elementary students in Science and Social Studies (IPAS). Utilizing a quasi-experimental design with a non-equivalent control group, the study involved 60 students divided into experimental and control groups. Data were collected through tests, questionnaires, observations, and documentation, then analyzed using a t-test following normality and homogeneity checks. The results showed that the experimental group achieved a higher average communication score (76.57) compared to the control group (68.10). Hypothesis testing yielded a significance value of 0,000 < 0,05, confirming that PjBLsignificantly impacts students' communication skills. By fostering active participation through discussion, teamwork, and presentations, the PjBL model proves to be an effective instructional alternative for enhancing communication skills in elementary education.]]>
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