<![CDATA[This study aims to analyze the social skills of elementary school students through social science-oriented project-based learning in natural science and social science. The research method used a qualitative case study involving 30 students and two homeroom teachers. Data were collected through observation, semi-structured interviews, and documentation. Data analysis adopted the Miles and Huberman model, which includes data reduction, data presentation, and verification/ conclusion. The results showed that the implementation of social science-oriented project-based learning effectively improved students' social skills in five indicators, namely cooperation (86,67%), communication (86,67%), responsibility (90%), tolerance (76,6%), and active participation (90%). These findings indicate that structural-functional social skills are formed more quickly through clear role division in the project, while affective-emotional skills such as tolerance require more time and habituation. This research contributes to expanding the study of project-based learning, which has so far focused more on cognitive and creative aspects, towards strengthening students' social skills in an integrated manner in natural and social science learning in elementary schools.]]>
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