<![CDATA[This study aims to analyze the effect of the Project Based Learning (PjBL) model on students’ social studies learning outcomes and its interaction with social skills. This study employed a quantitative approach using a quasi-experimental design with a 2×2 factorial pattern. The sample consisted of two groups, namely an experimental class taught using the PjBL model and a control class taught using the Inquiry model. Data were collected through a learning outcomes test and a social skills questionnaire. Data analysis was conducted using an independent samples t-test and Two-Way ANOVA.The results showed that: (1) there was a significant difference in learning outcomes between students taught using the PjBL model and those taught using the Inquiry model, where PjBL was superior; (2) social skills had a significant effect on students’ learning outcomes; and (3) there was an interaction between the learning model and social skills on learning outcomes. These findings indicate that the PjBL model is more effective in improving social studies learning outcomes, both for students with high and low social skills. Therefore, PjBL can be used as an alternative instructional model that integrates learning activities, social interaction, and students’ real-life experiences.]]>
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