This study aimed to survey primary school students' knowledge about animal life cycles and to determine any differences in this knowledge based on gender. The research used a survey method with convenience sampling, involving 286 primary school students in Indonesia. The data collection process included instrument compilation, expert validation, testing, validity and reliability analysis, test distribution, analysis of findings, data interpretation, and conclusions. Nine valid and reliable questions were used to collect data, and the Mann-Whitney test was employed to analyze differences in student knowledge. The results showed that 51.75% of students needed improvement in their knowledge of animal life cycles. There were no significant differences in knowledge between boys and girls. The study concluded that students' knowledge of animal life cycle material had not reached the good category, and both boys and girls had moderate knowledge levels. Future research could explore how innovative learning in science can impact student knowledge.This study aimed to survey primary school students' knowledge about animal life cycles and to determine any differences in this knowledge based on gender. The research used a survey method with convenience sampling, involving 286 primary school students in Indonesia. The data collection process included instrument compilation, expert validation, testing, validity and reliability analysis, test distribution, analysis of findings, data interpretation, and conclusions. Nine valid and reliable questions were used to collect data, and the Mann-Whitney test was employed to analyze differences in student knowledge. The results showed that 51.75% of students needed improvement in their knowledge of animal life cycles. There were no significant differences in knowledge between boys and girls. The study concluded that students' knowledge of animal life cycle material had not reached the good category, and both boys and girls had moderate knowledge levels. Future research could explore how innovative learning in science can impact student knowledge.