<![CDATA[The creative thinking ability of elementary school students is one of the crucial competencies in facing 21st century challenges. However, field data indicate that students' creative thinking skills remain in the low category, partly due to the dominance of conventional learning models. Project Based Learning (PjBL) emerges as an innovative solution that encourages students to be active, collaborative, and capable of producing real products. This study aims to deeply describe the application of PjBL learning model on the creative thinking skills of elementary school students. This research employs a qualitative approach with a descriptive research design. Data were collected through participatory observation, in-depth interviews, and document study. Data were analyzed through data reduction, data presentation, and conclusion drawing stages (Miles & Huberman, 1994). The results indicate: (1) PjBL implementation is carried out through six systematic stages, from formulating fundamental questions to evaluation and reflection; (2) PjBL effectively improves all four indicators of students' creative thinking including fluency, flexibility, originality, and elaboration according to Munandar's (2012) theory; (3) the success of PjBL implementation is influenced by the teacher's role as facilitator, availability of facilities and infrastructure, and group work dynamics. The implication of this research affirms the importance of adopting PjBL in elementary school learning as an effort to implement the Merdeka]]>
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