<![CDATA[This study was motivated by classroom observations showing that students' science learning outcomes were still low because the learning process remained teacher-centered, limiting student participation and engagement. The study aimed to improve the science learning outcomes of fourth-grade students at SDN 33 Sawahan, Padang City through the implementation of the Project-Based Learning (PjBL) model. This research employed Classroom Action Research (CAR) using qualitative and quantitative approaches. The study was conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through observation, tests, and non-test techniques to evaluate the implementation of the PjBL model and students' learning outcomes. The research subjects included the classroom teacher as observer, the researcher as practitioner, and 22 fourth-grade students of SDN 33 Sawahan, Padang City. The findings indicate that the implementation of the PjBL model improved both the learning process and student achievement. The average score for the teaching module increased from 89.6% (Good) in Cycle I to 95.8% (Very Good) in Cycle II. Teacher activity improved from an average of 89.06% (Good) to 96.8% (Very Good), while student activity also increased from 89.06% (Good) to 96.8% (Very Good). Students' average learning outcomes rose significantly from 67.28 (Fair) in Cycle I to 90.45 (Very Good) in Cycle II. These results demonstrate that the Project-Based Learning model effectively enhanced student participation and learning outcomes in science. Therefore, the study concludes that the Project-Based Learning model is effective in improving science learning outcomes for fourth-grade students at SDN 33 Sawahan, Padang City.]]>
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