<![CDATA[This study aims to examine the effectiveness of the project-based STEM (Science, Technology, Engineering, and Mathematics) approach, specifically a water turbine car (mobil kincir air) project, in improving the conceptual understanding of energy change among fourth-grade students at elementary school. The study employs a quasi-experimental design with a non-equivalent control group, involving two parallel classes of 28 students each (56 students total): one experimental class receiving the STEM-based project treatment and one control class following conventional instruction. The STEM intervention was carried out over four treatment sessions. Data collection used validated pretest and posttest instruments, observation sheets, and structured teacher interviews. Analysis will employ N-Gain scores to measure conceptual growth and an independent t-test to compare the two groups, preceded by normality (Kolmogorov-Smirnov) and homogeneity (Levene) prerequisite tests. In this way, the STEM approach will significantly higher conceptual understanding scores than conventional teaching, given the hands-on, authentic, and cross-disciplinary nature of the water turbine car project. Keywords: STEM approach, energy change, conceptual understanding, elementary school, project-based learning]]>
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