The rapid development of technology has increasingly opened our eyes to the
importance of life skills and to develop a scientific attitude in order to survive in
the era of global society and rise from the post-pandemic era. The question arises
about how as an educator to carry out life skills education in order to produce
students who have social skills, are competent in a global society, and are ready
to face the challenges and problems that occur. The implementation of life skills
education using the PjBL model underlies researchers in conducting research
because it has an important role in developing students' scientific attitudes. This
study aims to: 1) analyze the implementation of life skills education in science
learning using the PjBL model to develop the scientific attitude of fourth grade
students at SDN 1 Babakan Purbalingga; 2) analyze the supporting and inhibiting
factors for the implementation of life skills education in science learning using the
PjBL model to develop the scientific attitude of class IV students at SDN 1
Babakan Purbalingga. The research subjects were teachers and fourth grade
students at SDN 1 Babakan Purbalingga. This research uses a descriptive
qualitative approach with a case study method. Data collection techniques were
carried out through interviews, observation, and documentation. Testing the
validity of the data using triangulation techniques and sources. The results of the
critical analysis research on the implementation of life skills education in science
learning use the PjBL model to develop the scientific attitude of fourth grade
students at SDN 1 Babakan Purbalingga, namely: the teacher refers to the
teaching modules that have been prepared; 2) looks at the phases or syntax in the
use of the PjBL model; 3) the teacher implements 2 types of life skill education
which includes generic and specific skills (GLS and SLS); 4) the use of various
teaching methods such as lectures, discussions, questions and answers,
demonstrations, and assignments; 5) there are 5 indicators of scientific attitude
that appear in students, namely: curiosity, critical thinking, hypothesis,
persistence, and cooperation; and 6) there is an increase in the percentage of
scientific attitude of students, namely 15% of students have very good scientific
attitude, 38% have good scientific attitude, 31% have quite good scientific
attitude, and 15% have less scientific attitude. The supporting factors are: teacher
readiness in implementing learning; development of learning tools; the
characteristics of the PjBL model are suitable for the development of a scientific
attitude; various learning methods; the occurrence of fair competition for the
success of solving problems and making products; the teacher's role in managing
learning and facilitating students to optimize their competence. The inhibiting
factors that emerged were: time constraints in using the PjBL model; some
students have weaknesses in participating in discussions and questions and
answers during learning; the tendency of students to depend on their group mates
to solve difficult problems.