<![CDATA[This study aimed to improve students’ creative thinking skills in Science and Social Studies (IPAS) learning among sixth-grade elementary school students. The study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection. Data were collected through observations, tests, interviews, and documentation. The research instruments included teacher activity observation sheets, student activity observation sheets, creative thinking skills tests, and learning activity documentation. The results showed that the implementation of the Project-Based Learning (PjBL) model improved students’ creative thinking skills. The improvement was evident across the creative thinking indicators of fluency, flexibility, originality, and elaboration. Through collaborative project activities, students became more actively involved in seeking information, expressing ideas, solving problems, and producing works related to the IPAS learning content. In addition, students’ learning outcomes improved in each cycle, and the class mastery level reached the predetermined success criteria. These findings indicate that PjBL can provide a meaningful learning experience that encourages students to actively develop creative thinking skills while connecting learning content with project-based activities in elementary education.]]>
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