<![CDATA[The teaching of Natural Sciences (IPA) at the Elementary School level is undergoing significant changes with the emergence of innovative approaches such as Project-Based Learning (PBL). This article aims to explore the dynamics of interaction between teachers and students during the implementation of PBL in science education in the era of Society 5.0. Through interviews, classroom observations, and document analysis, this research documents teachers' experiences in designing and implementing challenging science projects that actively involve students. The project theme "Exploration of Local Ecosystems" takes center stage, allowing students to design real solutions to environmental issues around the school. The results of the analysis indicate that student engagement is very high, and teacher-student interactions are collaborative. Teachers provide guidance when needed, while students are given the freedom to take initiative and exhibit creativity in problem-solving. The use of technology, such as online platforms and specialized applications, is also seamlessly integrated to support student collaboration and enrich the learning experience. Formative evaluation and structured reflection provide in-depth insights into student progress and motivate them to continue learning. The integration of science concepts into the projects provides contextual understanding, enhancing students' grasp of the learning material. In conclusion, the implementation of PBL in science education at the Elementary School level has positively contributed to the dynamics of interaction, student engagement, and understanding of science concepts. Several recommendations for improvement are suggested, including the development of collaboration skills, diversification of learning media, and teacher training in technology use. This article is expected to provide guidance for educational practitioners in developing innovative science education in the era of Society 5.0.]]>
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