<![CDATA[This study aimed to examine the implementation of the Project-Based Learning (PjBL) model in integrating disaster-related learning materials into Grade XII Social Studies instruction at Santa Ursula High School, Central Jakarta. The research was conducted from July 2024 to July 2025 using a descriptive quantitative research design. Data were analyzed using descriptive statistical techniques to evaluate instructional planning, adherence to the PjBL implementation stages, and student learning outcomes across three assessment domains: attitudes, knowledge, and skills. The findings revealed a high level of adherence to the PjBL instructional framework, supported by comprehensive instructional planning and an implementation rate of 98%. Student learning outcomes were consistently high across all assessed domains. The mean attitude assessment score was 94, the mean knowledge assessment score was 97, and the mean skills assessment score was 95, with all three domains classified as Excellent. These findings suggest that the integration of disaster-related materials through PjBL was associated with favorable student learning outcomes and provided opportunities to promote active participation, creativity, collaboration, and contextual understanding of disaster-related concepts. The structured implementation of PjBL also appeared to support the integration of theoretical knowledge with practical learning activities. Overall, the study provides descriptive evidence of the feasibility of implementing PjBL in disaster education at the senior high school level. However, because the research employed a descriptive design without a comparison group or inferential statistical analysis, the findings do not establish a causal effect of PjBL on student learning outcomes.]]>
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