<![CDATA[Learning independence is an essential competency that elementary school students need to develop to support their academic success. Initial observations conducted in Class V-A of SDN 5 Selong revealed that students still tended to rely heavily on teacher guidance when completing assignments, generating ideas, and seeking learning resources. This study aimed to determine the effectiveness of a local environment-based Project Based Learning (PjBL) model in improving students’ learning independence. The research employed a quantitative approach using a One Group Pretest–Posttest Design. The participants consisted of 25 fifth-grade students from Class V-A of SDN 5 Selong. Data were collected through a learning independence questionnaire, observations, and documentation, and were analyzed using descriptive statistics, a paired sample t-test, and N-Gain analysis. The results showed that the average learning independence score increased from 38.12 in the pretest to 48.84 in the posttest. The paired sample t-test yielded a significance value of 0.000 (< 0.05), indicating a statistically significant difference between the pretest and posttest scores. Furthermore, the N-Gain score of 0.306 was categorized as moderate. These findings indicate that the local environment-based PjBL model is effective in enhancing the learning independence of students at SDN 5 Selong.]]>
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