<![CDATA[Learning motivation plays an important role in determining students' engagement in Natural and Social Sciences (IPAS) learning. Preliminary observations in a fourth-grade class at SDN Baros 1 Serang showed that most students had low learning motivation, as indicated by limited participation, low initiative, and heavy dependence on teacher guidance. This study aimed to analyse the implementation of the Project-Based Learning (PjBL) model and its contribution to students' learning motivation in IPAS. The study employed a qualitative case study design. Data were collected through classroom observations, in-depth interviews, and documentation across four learning sessions and analysed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. Data credibility was established through triangulation of sources and techniques. The findings indicate that implementing PjBL gradually improved students' learning motivation from the "fair" category (60%) in the first session to the "very good" category (90%) in the fourth session. The improvement was reflected in greater persistence, active participation, collaboration, self-confidence, and learning independence. These findings suggest that PjBL serves as an effective student-centred instructional approach for enhancing learning motivation in IPAS within the implementation of the Merdeka Curriculum.]]>
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