<![CDATA[Passivity and unsatisfactory learning outcomes frequently occur in Natural and Social Sciences (IPAS) lessons involving abstract concepts, one of which is cultural heritage diversity. This pattern was observed among fifth-grade students at SDN Karangbesuki 1 Malang, where a baseline observation recorded a merely adequate activeness level, reaching only a 66% success rate, marked by low questioning initiative and weak task-completion discipline, despite students already showing strong collaboration and motor skills. This study aimed to improve student activeness and learning outcomes through the implementation of Project Based Learning (PjBL) culminating in the “Buket Bhinneka” (Unity Bouquet) product, a decorative flower arrangement whose petals each carry images and information about Indonesian cultural diversity. The study employed a Classroom Action Research design following the Kemmis and McTaggart model, conducted across two cycles, each consisting of planning, action, observation, and reflection stages, involving 28 fifth-grade students. Data were collected through activeness observation sheets and achievement tests at the end of each cycle. Findings showed the class average rose from 63.89 in Cycle I to 82.18 in Cycle II, while classical mastery increased from 25% to 100% of students reaching the minimum passing score of 75. Individual activeness scores also rose from an average of 8.5 at baseline to 13.3 after the intervention, a 56.5% gain. It is concluded that the Buket Bhinneka product effectively bridged the abstract concept of cultural diversity with students’ motor and social experiences, fostering activeness and comprehension simultaneously.]]>
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