<![CDATA[ABSTRACT Indonesia's low science literacy scores and continued teacher-centered lecturing in elementary Science and Social Studies (IPAS) instruction highlight the need for contextual, student-centered learning, particularly for spatially demanding topics such as landscapes. Although prior studies have separately shown the effectiveness of Project Based Learning (PjBL) and Pop-Up Book media for IPAS, research integrating both as a group project on landscape material in third grade, while examining its contribution to growth mindset, remains limited. This study describes the improvement in IPAS learning outcomes and the contribution of a Pop-Up Book project to growth mindset of Grade III B students at SDN 57 Palembang. A Classroom Action Research design following Kemmis and McTaggart was conducted over two meetings with 26 students. Data were collected through pre-tests and post-tests, structured observation of growth mindset indicators (1-4 scale), Pop-Up Book product assessment, and documentation, analyzed using mixed methods. Results show average scores increased from 68.85 (diagnostic) to 77.69 (Meeting 1) and 81.35 (Meeting 2), with completion rising from 42.31% to 80.00%. The average growth mindset indicator increased from 62.5% (Good) to 84.6% (Very Good). These findings confirm the PjBL-based Pop-Up Book Landscape project effectively improves cognitive outcomes while fostering growth mindset. This study is limited by the small number of meetings and a sample restricted to one class, so generalization should be cautious. Practically, findings can guide elementary teachers in designing interactive, low-cost IPAS lessons supporting the Merdeka Curriculum. Future research should extend cycle duration and use standardized growth mindset instruments. Project Based Learning; Pop-Up Book; IPAS learning outcomes; growth mindset; bentang alam ]]>
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