<![CDATA[The growing emphasis on student centered learning has brought increasing attention to Project Based Learning (PjBL), particularly within elementary Science (IPA) and Integrated Science and Social Studies (IPAS) instruction. Through handson, real world project activities, this model is thought to not only strengthen students' engagement in the learning process but also cultivate a stronger sense of environmental awareness. Building on this idea, the present study set out to explore how effective PjBL actually is in enhancing student engagement, learning outcomes, thinking skills, and environmental awareness at the elementary school level. To achieve this, a Systematic Literature Review (SLR) was conducted following the PRISMA framework, drawing on 21 nationally published articles from 2020 to 2026 that met a set of predetermined inclusion criteria and were subsequently examined through content analysis. Overall, the results indicate that PjBL consistently contributes to more active student engagement, improved learning outcomes, sharper critical and creative thinking, and heightened environmental awareness benefits that emerge most clearly when project activities are contextual and closely tied to students' everyday lives.]]>
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