<![CDATA[This study aims to explore how project-based learning (PjBL) can enhance student independence in civic education for fourth-grade students in an elementary school context. The research was conducted as a qualitative case study at SD Negeri 11 Martapura, involving one civic education teacher and twenty-four fourth-grade students. Data were collected through classroom observations, in-depth interviews with the teacher and selected students, and documentation of project results. The data were analyzed using Miles and Huberman’s model, which included data reduction, data display, and conclusion drawing. The findings indicate that the implementation of PjBL in civic education strengthens student independence through several dimensions: self-initiative in completing tasks, responsibility in group projects, discipline in managing time, and confidence in presenting results. Supporting factors include the teacher’s role as a facilitator, the integration of simple digital tools (such as slides and video presentations), and active parental involvement. Meanwhile, challenges faced were the limited availability of technological resources in the classroom and the varied levels of student readiness. In conclusion, PjBL effectively fosters independent learning characters in elementary civic education. From the perspective of educational technology, the model demonstrates how instructional design and the integration of simple technology can create meaningful learning experiences that support character development.]]>
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