<![CDATA[This study aimed to compare students’ learning outcomes before and after implementing the Project-Based Learning (PjBL) model with a STEM approach based on ethnomathematics. The study employed a quantitative approach using a pre-experimental method with a One-Group Pretest-Posttest Design. The subjects were all 33 fifth-grade students at SD Negeri Kenarilang, selected using saturated sampling. Data were collected through pretest and posttest questions and analyzed using a t-test. The results showed that the mean pretest score was 48.30, while the mean posttest score increased to 88.75. Hypothesis testing using a t-test at ? = 0.05 yielded tval= 1.694 and tcount= 32.948. The test decision indicated that H? was rejected, demonstrating that the posttest mean was significantly higher than the pretest mean. Therefore, it can be concluded that the PjBL model with an ethnomathematics-based STEM approach is effective in improving students’ learning outcomes. These findings indicate that integrating project-based learning, STEM, and local cultural mathematical contexts can provide an effective approach to strengthening learning outcomes in elementary education.]]>
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