<![CDATA[This study aimed to describe the implementation of the Project Based Learning (PjBL) model in teaching Natural and Social Sciences (IPAS) on the topic of natural resources around the school environment for fifth-grade students at SDN Pakis V Surabaya. The research employed a descriptive qualitative approach using a one-shot case study design. The participants were 30 fifth-grade students who engaged in a simple water filtration project as the primary learning activity. Data were collected through classroom observations, learning outcome tests, and student response questionnaires. The findings indicated that the teacher's instructional skills reached 89.64%, categorized as very good, while students' learning activities achieved 89.07%, also categorized as very good. Learning mastery reached 93.33%, exceeding the minimum classical mastery criterion of 85%, indicating that the implementation of PjBL effectively improved students' learning outcomes. Furthermore, students' responses toward the learning process obtained a positive percentage of 76.33%, demonstrating that most students enjoyed and actively participated in project-based learning activities. The implementation of PjBL through the simple water filtration project successfully promoted students' engagement, critical thinking, collaboration, and understanding of natural resource concepts in a contextual learning environment. Therefore, the Project Based Learning model can be considered an effective and meaningful instructional approach for improving the quality of IPAS learning in elementary schools.]]>
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