<![CDATA[General Background: Motor skills are an important component of students’ learning development and require learning activities that provide opportunities for direct practice. Specific Background: At SDN Kesambi, students’ motor skills were relatively low, while classroom learning tended to rely on lectures and worksheets and had not previously implemented Project Based Learning (PjBL). Knowledge Gap: The absence of PjBL implementation at the research site provided a contextual need to examine its use through practical learning activities. Aims: This study aims to examine the implementation of the Project Based Learning model to develop the motor skills of third-grade students at SDN Kesambi through tempe-making activities. Results: This Classroom Action Research involved 25 third-grade students and was conducted in two cycles using observation, interviews, and documentation. Motor skill achievement increased from 16% in the pre-cycle to 36% in Cycle I and 80% in Cycle II, exceeding the 75% success indicator. Improvements in Cycle II were reflected in students’ ability to follow the tempe-making steps, mix yeast evenly, package the soybeans neatly, and perform the activities more independently and carefully. Novelty: The study applies PjBL through a practical tempe-making project to develop motor skills in a third-grade elementary classroom. Implications: The findings indicate that practical project activities can provide opportunities for students to actively practice coordinated, careful, and independent movements within elementary learning.Key Findings Highlights Achievement progressed from 16% before the action to 80% after two cycles. Twenty of 25 students reached the 75% completion criterion in Cycle II. Learners became more orderly, careful, independent, and skillful during tempe preparation. Keywords : Project Based Learning, Motor Skills, Elementary Education, Classroom Action Research, Tempe Making]]>
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