<![CDATA[This study highlights the limited application of student-centered learning approaches to fostering creativity in elementary science and social studies (IPAS), particularly within a project-based learning context. This study aims to examine how Project-Based Learning (PjBL) supports creativity development among Grade IV students at SD Negeri Beskalan Surakarta. A qualitative research design was employed using primary and secondary data sources. Participants included the school principal, Grade IV teacher, and 27 students, with two key informants selected for in-depth interviews. Data were collected through observation, interviews, documentation, and questionnaires and validated through source and technique triangulation. Data analysis involved data reduction, data display, and verification. The results indicate that the six-step PjBL model transformed learning into a more student-centered process. Students produced tangible projects, including crafts made from recycled materials inspired by local cultural motifs. Creativity developed across five indicators rated as good: fluency, flexibility, originality, elaboration, and evaluation. Supporting factors included teacher guidance, student motivation, and learning media availability, while challenges involved limited instructional time and classroom noise. PjBL therefore offers meaningful science and social studies experiences that foster creativity and engagement, provided that teachers ensure adequate time, classroom management, and learning resources.]]>
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