<![CDATA[Students’ low conceptual understanding and creativity in science learning indicate the need to implement a learning model that can actively engage students. This study aims to analyze the effectiveness of Project-Based Learning (PjBL) on fourth-grade students’ conceptual understanding and creativity regarding air pollution. The study employed a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The sample consisted of 60 students divided into an experimental class and a control class. Data were collected through essay tests, observation sheets on the implementation of instruction, and creativity assessments using the Consensual Assessment Technique (CAT). Data analysis included normality tests, homogeneity tests, an independent-samples t-test, N-Gain analysis, and Kendall’s W test. The results showed that the implementation of Project-Based Learning was categorized as “very good.” The experimental group achieved a higher average posttest score and N-Gain value compared to the control group. The results of the independent-samples t-test showed a significance value of 0.000 (p < 0.05), indicating a significant difference between the two groups. The creativity assessment also showed that students in the experimental group achieved better results than those in the control group. Thus, Project-Based Learning has been proven effective in improving fourth-grade students’ conceptual understanding and creativity regarding air pollution.]]>
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