<![CDATA[This study aims to improve the medicinal plant cultivation skills of students with ADHD from a learning process perspective, characterized by active interaction and focus in following the project stages and improved learning outcomes, as evidenced by their conceptual understanding and practical skills in medical plant culvation. This study is a classroom action research (CAR) using the Kemmis & Mc Taggart model, conducted in two cycles at SMP Negeri 1 Karangan. Observational data were analyzed using qualitative descriptive analysis, and learning test results were analyzed quantitatively. The results showed that students with ADHD experienced increased activity in practical activities, increased focus, understood instruction, and were able to complete projects independently. This was evidenced by the observation results, which showed that 33% of students scored well done. Furthermore, improved learning outcomes were evidenced by a 17% increase in cognitive tests, which were in the very good category, and a 21% increase in performance tests, which were in the very skilled category. The Project-Based Learning practical learning process provided opportunities for students with ADHD to integrate theory and practice, resulting in mastery of concepts and skills in cultivating medicinal plants. Improvements occurred through two cycles, with additional reflection on improvements, the use of brief instructions, instructional boards, and individual mentoring. Students were more active and focused in practical seed preparation, media preparation, and planting.]]>
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