<![CDATA[This study aims to examine the effect of the Bugis local culture-based Project-Based Learning (PjBL) model on the learning motivation and learning outcomes of fifth-grade students in Cluster III, Lalabata District, Soppeng Regency, both partially and simultaneously. This study employed a quantitative approach using a quasi-experimental method with a non-equivalent pretest-posttest control group design. The research subjects consisted of fifth-grade students who were divided into an experimental group and a control group. The experimental group received Bugis local culture-based PjBL instruction by integrating the cultural values of Sipakatau, Sipakalebbi, and Sipakainge, while the control group received conventional instruction. Data were collected through a learning motivation questionnaire and a learning outcomes test, and subsequently analyzed using descriptive statistics, the Independent Samples t-Test, the Paired Samples t-Test, and MANOVA. The results showed that the experimental group obtained a higher mean posttest score for learning motivation (92.87) than the control group (67.57), while the mean posttest scores for learning outcomes were 91.33 and 77.87, respectively. The MANOVA results indicated a statistically significant simultaneous effect, with a significance value of <0.001. Therefore, Bugis local culture-based PjBL has a positive and significant effect on students' learning motivation and learning outcomes and can serve as an alternative instructional approach that promotes active, contextual, and meaningful learning.]]>
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