<![CDATA[This study aimed to describe the implementation of the Project-Based Learning (PjBL) model in arts and culture learning based on the ethnopedagogy of Sandur Dance and its contribution to improving the understanding of cultural values among fifth-grade students at MI NU 02 Al Ikhlas. This research employed a descriptive qualitative approach involving an arts and culture teacher and fifth-grade students as research participants. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that the implementation of PjBL based on Sandur Dance ethnopedagogy was carried out through several stages, including the introduction of local culture, project group formation, cultural value exploration, project development, and presentation of project outcomes. The learning process encouraged active student participation in discussions, collaborative work, dance practices, and project presentations. Furthermore, students demonstrated improved understanding of cultural values embedded in Sandur Dance, such as cooperation, responsibility, discipline, togetherness, and mutual assistance. The integration of local culture into project-based learning created a more contextual, interactive, and meaningful learning environment by connecting learning materials with students’ social and cultural experiences. The study concludes that Project-Based Learning integrated with ethnopedagogy can serve as an effective instructional alternative for enhancing students’ understanding of cultural values while fostering character development and cultural awareness in elementary education.]]>
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