<![CDATA[Data presentation in primary school is an abstract topic often taught through lecturing, leading students to memorise procedures without conceptual understanding. This study describes the implementation of Project Based Learning (PjBL) on data presentation and analyses changes in the learning outcomes of grade V students at SDN 3 Tanjungsari, Rajadesa, Ciamis. This classroom action research followed John Elliot's model in two cycles with eight students, using a dice-making project for tally and frequency in Cycle I and a ball-throwing project on a cup pyramid for pictograms in Cycle II. Data were collected through end-of-cycle tests, process observation, and reflective notes, then analysed using comparative descriptive analysis. The class mean rose from 87.50 to 88.75 and classical mastery from 87.50% to 100%. Score decomposition reveals that the rise in the class mean derives entirely from one initially non-mastering student (50 to 90), while the mean of the other seven students declined by 4.29 points. The main contribution of PjBL here is therefore the equalisation of mastery rather than mean improvement, so effectiveness claims must be limited to small classes with high initial attainment.]]>
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