<![CDATA[Low mathematics learning outcomes in fourth-grade elementary students, particularly on data presentation, are attributed to teacher-centered instruction and limited student engagement. This study aimed to describe the planning, implementation, and improvement of students' learning outcomes through the application of the STEM-based Project-Based Learning (PjBL) model in data presentation lessons. The study employed a mixed-methods approach using Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles involving 26 fourth-grade students at SD Negeri 01 Bandar Buat, Padang. Data were collected through observation, tests, and documentation and analyzed using qualitative and quantitative techniques. The findings revealed improvements in lesson planning quality from 91.66% to 95.83%. The implementation of learning also improved, with both teacher and student activity increasing from 87.5% to 95%. Furthermore, students' average learning outcomes increased from 61.53 in Cycle I to 89.61 in Cycle II. These findings indicate that the STEM-based PjBL model effectively enhances both the quality of the learning process and students' mathematics achievement in data presentation. Therefore, this model can serve as an innovative and student-centered instructional alternative for mathematics learning in elementary schools.]]>
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