<![CDATA[Purpose of the study: This study aims to evaluate the effectiveness of Micro-project Based Learning (mPjBL) in improving the analytical skills of prospective elementary school teachers in the Basic Concepts of Science course. Methodology: A pre-experimental research design with a single-group pretest-posttest was implemented on 51 prospective teachers. The mPjBL model focuses on intensive, small-scale investigations to stimulate higher-order thinking. Data were collected using a validated analytical ability test based on the revised version of Bloom's Taxonomy (differentiating, organizing, and attributing) and analyzed using paired-sample t-tests and Normalized Gain (N-gain) scores. Main Findings: The results of the paired samples t-test show a significant increase in students' analytical abilities after the implementation of M-PjBL, with a t value = –8.146 (df = 50, p < 0.001). This increase in analytical ability is also reflected in the N-gain, which shows an average percentage increase of 26.98%. The M-PjBL model has been proven effective in improving the analytical abilities of prospective elementary school teachers by providing significant improvements both statistically (p < 0.001) and effectively based on N-gain. Novelty/Originality of this study: This study offers an innovative approach by modifying the Project-Based Learning (PjBL) model into Micro-project Based Learning (M-PjBL), which reduces the complexity of large projects into more focused on micro units. Unlike the traditional PjBL approach which requires more resources and time-consuming, M-PjBL allows students to focus more on in-depth analysis of specific scientific phenomena, without sacrificing scientific integrity. This study is also the first to measure the effectiveness of M-PjBL in improving the analytical skills of prospective elementary school teachers through specific indicators developed based on the revised version of Bloom's Taxonomy, namely differentiating, organizing, and attributing.]]>
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