<![CDATA[This study aims to evaluate the effectiveness of daily-life-based Project-Based Learning (PjBL) in improving elementary school students’ multiliteracy skills. The study employed a quasi-experimental design with a posttest-only control group design. The sample consisted of 35 students, with 18 assigned to the experimental group and 17 to the control group. Data were collected using an observation sheet comprising 30 items and were analyzed using descriptive and inferential statistical techniques. An independent-samples t-test was conducted to examine differences in multiliteracy skills between the two groups. The findings revealed that daily-life-based PjBL was associated with significantly higher multiliteracy skills among students in the experimental group than among those in the control group. The experimental group (M = 140.78, SD = 7.06) outperformed the control group (M = 115.18, SD = 7.29), t(33) = 12.09, p < .001, with a very large effect size (Cohen’s d = 3.57). These findings indicate that daily-life-based PjBL may be an effective approach for supporting the development of elementary school students’ multiliteracy skills. For elementary school teachers in Merauke, South Papua, integrating students’ everyday experiences and local environments into PjBL may help make learning more relevant, contextual, and meaningful. Projects can be adapted to available local resources to support the development of multiliteracy skills within authentic learning contexts.]]>
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