<![CDATA[The increasing development of student worksheets developed under the Project-Based Learning (PjBL) framework (LKM/LKPD) in biology education has not been accompanied by a comprehensive synthesis of their validity results. Existing studies report varying validity scores across different biology topics and development procedures,thereby hindering efforts to establish a comprehensive understanding of product quality. The present investigation aimed to explore and synthesize the validity of PjBL-based student worksheets in biology learning through a meta-analysis approach. The research employed a descriptive quantitative meta-analysis by reviewing 11 national journal articles published between 2021 and 2026 that met predetermined inclusion criteria. Data were collected through document analysis and included publication information, biology topics, and product validity scores. The data were analyzed by calculating the average validity percentage and interpreting the results according to established validity criteria. The findings revealed that the validity scores ranged from 83.84% to 98.25%, with an average validity of 92.20%, which falls into the "highly valid" classification. Such findings indicate that PjBL-based the developed instructional sheet demonstrated fulfilled the established standars of content feasibility, language, presentation, and graphical design based on expert validation. Therefore, PjBL-based worksheets are considered appropriate as instructional materials to support student-centered biology learning while fostering competencies required in the 21st century, namely critical thinking, creativity, collaborative work, and communicative skills.]]>
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