<![CDATA[This study aims to analyze the effect of Project Based Learning (PjBL) with a local water issue context on students’ sustainability awareness in the IPAS subject at MIN 1 Semarang. The research employed a quasi-experimental design with a nonequivalent control group, involving fifth-grade students divided into experimental and control classes. Data were collected through sustainability awareness questionnaires, observation sheets, and project-based worksheets, and analyzed using t-test and N-gain. The findings revealed that students in the experimental class experienced a significant increase in sustainability awareness, with an N-gain categorized as medium to high, while the control class showed only a low to medium improvement. Observations further indicated that students in the experimental class demonstrated stronger cognitive understanding, affective commitment, and conative actions related to water conservation compared to the control group. These results confirm that PjBL based on local water issues effectively fosters holistic sustainability awareness, encompassing knowledge, attitudes, and actions. Conceptually, this research highlights the importance of contextualized project-based learning in supporting sustainable development education at the elementary level, particularly in relation to Sustainable Development Goal 6 (Clean Water and Sanitation).]]>
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