<![CDATA[Teacher centered instruction remains a common practice in elementary schools, limiting students' opportunities to develop meaningful learning experiences and essential twenty-first-century competencies, including Green Economy skills. This study aimed to describe the implementation of the Project Based Learning (PjBL) model in fostering Green Economy skills in Science and Social Studies (IPAS) learning for fourth-grade students at SDN Parapat 03, Tangerang City. A qualitative descriptive approach was employed. The participants consisted of one classroom teacher, three students, and three parents selected through purposive sampling. Data were collected using classroom observations, semi-structured interviews, and documentation, then analyzed through the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. Data credibility was ensured through source triangulation. The findings revealed that Project Based Learning was implemented through six instructional stages: driving question, project planning, create schedule, project implementation, monitoring and evaluation, and presentation and reflection. These stages encouraged students to participate actively in learning activities through the Eco Wall Clock project utilizing recycled materials. The implementation of Project Based Learning also contributed to the development of Green Economy skills, particularly in eco-efficiency, value-added, and economic orientation. Furthermore, the project enabled students to transform recyclable waste into functional products while improving creativity, collaboration, communication skills, and environmental awareness.]]>
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