<![CDATA[ABSTRACT This study investigated the effect of Ethno-STEM integration in Project-Based Learning on students' conceptual understanding and self-regulated learning. The research employed a quasi-experimental design involving junior high school students at SMP Negeri 24 Bandar Lampung. Three classes were selected through cluster random sampling, consisting of an experimental class implementing Ethno-STEM integrated PjBL, a comparison class implementing PjBL, and a control class implementing Problem-Based Learning. Data were collected through a conceptual understanding test and a self-regulated learning questionnaire. The data were analyzed using Multivariate Analysis of Variance (MANOVA). Prior to hypothesis testing, linierity, normality, homogeneity of variance, and homogeneity of covariance assumptions were examined and fulfilled. The MANOVA results indicated a significant simultaneous effect of Ethno-STEM integrated PjBL on conceptual understanding and self-regulated learning (Wilks' Lambda, p < 0,05). Furthermore, the univariate analysis revealed significant differences in students' conceptual understanding and self regulated learning among the learning approaches. These findings suggest that Ethno-STEM integrated PjBL is an effective approach to enhance both cognitive and affective learning outcomes in mathematics education.]]>
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