<![CDATA[Student involvement is an important factor in the success of IPAS learning in elementary school. This study aims to synthesize the implications of Project-Based Learning (PjBL) on the behavioral, emotional, cognitive, and social involvement of students in elementary school/science learning. The study was conducted using the Systematic Literature Review referring to PRISMA 2020. Articles were searched on Google Scholar, ERIC, DOAJ, and ScienceDirect for the 2024-2025 publication range using the keywords project-based learning, student engagement, student engagement, IPAS learning, and SLR. After the identification, screening, eligibility, and inclusion process, the results of 12 studies were analyzed thematically. The results of the synthesis showed that PjBL tended to increase active participation, motivation, collaboration, creativity, critical thinking, and concept understanding, especially when the project was contextual and supported by scaffolding teachers. However, the findings need to be read carefully due to variations in research design, engagement instruments, and implementation contexts. This study provides implications for teachers to design a structured IPAS project that is structured, collaborative, and according to the development of elementary school students.]]>
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