<![CDATA[This study aims to analyze students’ disciplinary behavior and the factors influencing it in science learning through the Project Based Learning (PjBL) model in fifth-grade elementary school. This study employed a descriptive qualitative approach. The research subjects consisted of 58 students, with 3 teachers and 9 students selected purposively as informants. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data presentation, and conclusion drawing and verification. Data validity was established through source and technique triangulation. The results showed that students’ disciplinary behavior was generally good based on six indicators: time discipline, compliance with rules, responsibility, learning engagement, self-control, and learning orderliness. However, some students were not yet consistent in completing tasks, participating, taking responsibility, and controlling their behavior. The influencing factors included motivation and self-awareness, as well as teachers, the school environment, peers, family, and the characteristics of PjBL. PjBL provides opportunities for students to practice responsibility, cooperation, engagement, and time management.]]>
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