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This study aims to analyze the application of the Project-Based Learning (PjBL) model to improve students’ creativity in Social Studies and to measure its effectiveness in enhancing creative learning outcomes. The research was conducted as a Classroom Action Research (CAR) across two cycles during the even semester of the 2024/2025 academic year, involving 30 fifth-grade students at SD Inpres Barombong 2. Data were collected through observation, questionnaires, and documentation, while analysis employed descriptive statistics for quantitative data and reduction–triangulation techniques for qualitative data. The creativity indicators examined included fluency, flexibility, originality, and elaboration. Findings reveal that the implementation of PjBL significantly enhanced students’ creative thinking skills, as evidenced by an overall increase in average scores across all creativity indicators. Furthermore, the effectiveness of the PjBL model was reflected in the improved implementation of its instructional syntax, progressing from the “Moderate” category in the initial cycle to “High” and eventually “Very High” in the subsequent cycle. These outcomes confirm that PjBL promotes active, student-centered, and collaborative learning that fosters creativity in Social Studies. The study concludes that continuous implementation of PjBL is essential for cultivating creativity in elementary classrooms and suggests further research to explore its applicability in different contexts and educational levels.

This research is motivated by the low enthusiasm, participation, and creativity of students in social studies learning which is considered boring and difficult, resulting in low learning outcomes. One effort to overcome this problem is to apply the Project Based Learning (PjBL) learning model based on the Mirigambar Temple photography project through Blogger media. This study aims to determine the effect of PjBL on learning outcomes, creativity, and both simultaneously. The study used a quantitative approach with a quasi experimental nonequivalent control group design. The sample consisted of 20 control class students and 20 experimental class students selected using the purposive sampling technique. The instruments used were creativity questionnaires and learning outcome tests. Data analysis used the Independent Sample T-Test and MANOVA. The results showed that PjBL learning had a significant effect on learning outcomes, creativity, and learning outcomes and creativity of students together. These findings indicate that the application of PjBL through a Blogger-based photography project can create active, enjoyable learning, and is able to optimally increase student potential, so it is worthy of being an alternative strategy for learning social studies in schools.

The humanistic approach in social studies learning emphasizes holistic student development, including cognitive, emotional and social aspects. This article aims to examine the application of this approach in social studies learning as well as its benefits and challenges. The method used is a literature study by analyzing various relevant academic sources. The results show that the humanistic approach is able to increase learning motivation, student engagement, and critical thinking skills, helping students understand social issues more deeply and fostering empathy. The teacher acts as a facilitator who creates a learning environment that supports students' exploration and freedom of thought. However, the implementation of this approach faces several challenges, such as limited teacher understanding, limited time in the curriculum, and difficulties in evaluating learning outcomes that are more oriented towards affective and social aspects. Therefore, effective implementation strategies are needed, such as teacher training, project-based learning approaches and integration of humanistic values in the curriculum. With the right strategy, this approach can create a more meaningful and relevant learning experience for students and help them develop independent, critical and caring characters for their social environment