<![CDATA[This study aims to analyze the effect of the Project-Based Learning (PjBL) model on the learning motivation of eighth-grade students regarding the food test topic. A quantitative approach with a quasi-experimental design was employed, involving two classes: an experimental group implementing PjBL and a control group utilizing the direct instruction method. Data were collected through motivation questionnaires and observation sheets during the learning process. The results indicate that the implementation of PjBL significantly enhances student motivation, as evidenced by the difference in post-test mean scores, where the experimental group scored 114 compared to 103 in the control group. These findings are further supported by observation data, showing a mean score of 120 for the experimental group and 71 for the control group. This research contributes to the development of effective and relevant teaching methods in science education. In conclusion, the PjBL model serves as a viable alternative to foster student engagement and enthusiasm in learning.]]>
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