The development of the times requires students to master 21st century skills, both knowledge, performance and character skills which are believed to be important to achieve a successful life. Another demand is to be able to apply knowledge in everyday life, in particular science learning which is usually done through practicum/project activities. This can be done by applying the Project Based Learning (PjBL) learning model, where students can be actively involved through project/practice work. However, this PjBL learning model is rarely applied in a learning process. So that in its implementation, intermediaries or temporary assistance (scaffolding) are needed to facilitate the implementation of project-based learning. Based on the articles that have been collected, information is obtained that the implementation of scaffolding through various media can facilitate the process and outcomes of PjBL learning. The existence of this scaffolding can organize PjBL implementation time more effectively and project/practicum activities become more focused, structured, and systematic. The use of this scaffolding can provide alternative media to support practicum activities/projects to be more interesting, creative and innovative. Not only that, this scaffolding can also facilitate students' PjBL learning anywhere and anytime without being influenced by place and time, can foster student interest in learning because it is adjusted to the needs and characteristics of students. Growing student interest in learning is very important so that students continue to be motivated to learn so that whatever PjBL outputs/results are expected to be realized.
Project based learning, project based learning (PjBL), scaffolding