<![CDATA[Project-Based Learning (PjBL) serves as a robust pedagogical framework to engage students in solving real-world contextual problems through empirical evidence and collaborative innovation. This study seeks to analyze the creativity of prospective chemistry teacher students in voltaic cell learning through the implementation of PjBL using local organic resources. By adopting a mixed methods design method with a repeated measures design, the study involved 10 prospective chemistry teachers enrolled in the Basic Chemistry 2 course at Universitas Cenderawasih, Jayapura, Indonesia. Research instruments included observation rating scales for creativity, pre-test and post-test assessments for conceptual mastery, and a Likert-scale perception survey to evaluate professional motivation. The results demonstrated a significant positive impact across all measured dimensions. An analysis of student creativity showed that 60% of students were "creative," 30% were "very creative," and 10% were "quite creative," especially when it came to how fluently and originally they used local plant. Furthermore, a high-category Normalized Gain (N-gain) of 0.76 validated pedagogical effectiveness, indicating a substantial increase in conceptual mastery of electrochemical principles. Technical analysis confirmed that indigenous resources, such as local lime, provided stable voltage suitable for series circuit engineering to power electronic loads. Finally, the perception survey showed a very high score (4.95/5.00) for professional intent, reflecting a strong motivation to replicate this "living laboratory" model in future careers. This ethnochemistry-based PjBL approach effectively transforms local environments into authentic scientific laboratories, fostering resourceful, innovative, and culturally responsive science educators in resource-constrained regions]]>
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