International Journal of Education and Practice

2024 Vol. 12, No. 3, pp. 606-621

ISSN(e): 2310-3868
ISSN(p): 2311-6897
DOI: 10.18488/61.v12i3.3735
© 2024 Conscientia Beam. All Rights Reserved.

The power of project-based learning: A catalyst for student engagement, collaboration and
academic excellence

Emiliana Sri 17 August 1945 University, Semarang, Indonesia.

1

Email: [email protected]
Pudjiarti1+ Universitas Negeri Semarang, Indonesia.
2

Rusdarti2 Email: [email protected]

STP Don Bosco Tomohon, Indonesia.
3

Marthinus Marcel Email: [email protected] (+ Corresponding author)

Lintong3 STIPAS Tahasak Danum Pambelum Palangkaraya, Indonesia.
4

Fransiskus Janu Email: [email protected]

Hamu4
ABSTRACT
Article History This research aims t o explore the impact of u sing project-based learning methods on
Received: 5 October 2023 academic achievement and student engagement in education using mixed methods. The
Revised: 1 December 2023
Accepted: 19 December 2023 sampling technique was carried out in two stages. The three best private universities in
Published: 26 April 2024 Semarang City were selected based on the 2023 Webometrics results (University of
Dian Nuswantoro, Catholic University of Soegijapranata, and the Islamic University of
Keywords Sultan Agung), then the sample selection was carried out using stratified random
Academic achievement
Academic performance sampling techniques, which comprised 318 students. Data collection was carried out
Collaboration learning through questionnaires, interviews, and literature studies. The hypotheses were tested
Learning model
Project-based learning
using structural equation modeling via AMOS 26 software. The practical implications
Student engagement of this research show that the project-based learning (PBL) method positively impacts
Student performance.
academic achievement and student involvement in the learning process. The PBL
method also effectively increased students' conceptual understanding, reflecting a shift
from traditional approaches to more interactive, creative, and innovative learning.
From a managerial perspective, these findings emphasize the integration of PBL into
the curriculum to optimize student potential. It is also essential for lecturers and
educational policy makers to provide ongoing professional training to support the
effective use of PBL in educational environments. PBL methods are a valuable learning
strategy and their implementation can be a signif icant challenge that needs to be
overcome in an educational context. This research concludes that project-based
learning may effectively increase student participation, engagement, collaboration, and
future academic achievement.

Contribution/Originality: The uniqueness of this research lies in exploring the effe cts of combining project-
based learning and collaborative learning on the development skills of leadership, critical thinking and decision -
making, time management, and conf idence. This study provides new insights into a learning model that
comprehensively integrates both academic and non-academic needs.

1. INTRODUCTION
Changes in the 21st century signif icantly impact various aspects of huma n life, especially in the education
sector (Holcomb, 1993). In this era, students are central to the learning process (Mugizi, Katuramu, Dafiewhare, &
Kanyesigye, 2021). This means that students must be actively involved in every stage of teaching and learning

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 International Journal of Education and Practice, 2024, 12(3): 606-621

activities and should be given the opportunity to face real-world challenges and problems and experience learning
material that is relevant and authentic (Msonde & Msonde, 2017). This approach aims to encourage students to
maximize their potential and skills. The demand to master skills is known as the "6Cs", namely creativity,
citizenship, collaboration, connectivity, critical thinking, and communication (Karim, Safran, Shuib, & Azmi, 2021).
Creativity helps students to think innovatively and find creative solutions to their problems. Citizenship
involves students understanding their resp onsib ilities as citizens participating in a gl obal society. Collabor ation
refers to the abil ity to work as part of a team and share ideas. Connectivity means that students must be able to
conne ct information and knowledge from various sources. Communication is essential for conveying ideas and
information clearly and effectively (Karim et al., 2021). In connection with this, learning design must focus on
developing 6C skills using technology in today's educational environment. This helps prepare students to face
increasingly complex and globally connected challenges.
Addressing the challenges of integrated designing and teaching competencies requires a creative and
collaborative approach. Lecturers must be open to change and work closely with fellow lecturers t o ensure that the
learning approaches are relevant and effective in developing the desired holistic competencies. In line with this,
Sáiz-Manzanares, Almeida, Martín-Antón, Carb onero, and Valdivieso-Burón (2022) explain that these challenges
are not only in academic abil ities but als o creativity, communication, cooperation, and adaptation abilities.
Monteiro, Sherbino, Sibbald, and Norman (2020) stated that the particular skill demands that need to be
empowered in learning activities are critical thinking, problem-solving, collaboration, and various other skills.
Current collaboration skills make cooperation an important interaction structure to facilitate collective efforts to
achieve common goals. Through collaboration, students have social competency abilities to achieve learning goal s.
To achieve this, su ccess in education cannot be separated from the lecturer's ability to effectively utilize different
learning methods.
Effective learning methods combine teaching concepts and learning concepts used by lecturers. These two
concepts are a combination of a learning system that involves students, objectives, materials, facilities, procedures,
tools, or learning media to impact the quality of education. However, education standards are still weak in several
developing countries, such as Indonesia. Therefore, the quality of education needs to be further improved by
adopting a modern education system (Velez, 2023). Educational instructors play an essential role in teaching, but
students can rarely actively participate in classroom activities. To overcome this, the existing education system
must be updated to provide quality education, utilize students' abilities, and actively contribute to teaching and
learning activities (Maseleno et al., 2019).
Conventional approaches with repetition teaching methods cause the education and mastery of the material
being taught to be less than optimal, and students are less able to think critically because the current era is the
information era, so students are used to getting information online and using technological tools to communicate
and collaborate. Students are no longer told to sit quietly on a bench, listen to the teacher's lecture, and do
assignments. The modern method in question is a method where the teacher not only transfers knowledge but does
more than just repetition. The conventional method trains students' brains to memorize instead of critically analyze,
and this method is no l onger su itable in the current era because it is not the best way for students to learn
(Anekeya, 2015).
Students participate in problem-solving exercises and can work independently to learn through the project -
based learning (PBL) paradigm (Sakamaki, Taguri, Nishiu chi, Akimoto, & Koizumi, 2022). Learning focuses on a
scientific discipline's core principles and concepts, getting students involved in problem-solving investigations and
meaningful task activities (Fatma, Muzaffer, & Özbaşı, 2021). PBL allows students to work autonomously to build
knowledge and reach the peak of producing natural produ cts. This learning model is su itable for increasing
students' learning creativity so that their interest in learning increases and they do not become bored. It makes the
classroom atmosphere enjoyable and students more enthusiastic about learning because this model requires

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students to produce a product; as John Dewey showed in his research, student learning leads to better retention of
knowledge and skills.
In PBL, students still need to learn content knowledge. Short lectures and textbooks serve as reference sources,
and worksheets prov ide appropriate enlightenment. However, in PBL, these traditional tools are only used
strategically and placed in context to motivate, interest, and challenge. The PBL approach is the right choice f or
developing 21st-century capabilities by promoting critical thinking and problem-solving, interpersonal
communication, information and media literacy, leadership, collaboration, innovation, and creativity. PBL is one of
the most effective strategies for building students' skills compared to traditional forms of teaching. Today's learning
standards demand more than simply teaching factual knowledge and skills in isolation. The standards required are
critical thinking, solving real problems, communicating and collaborating with diverse groups, and building
speaking and listening skills, including methods for making presentations using technology.
Previous studies examining the impact of the PBL approach on students show that it can improve students'
problem-solving abilities (Fatma et al., 2021) and academic performance (Sáiz-Manzanares et al., 2022). Formative
evaluation is beneficial for teachers because it helps students to achieve proper awareness of the learning objectives,
the results of which can improve the learning experience under the supervision of teachers, while most of the PBL
literature studies are focused on the curriculum (Des, Bureau, Dumais, & Pigeon, 1992).
Applying the PBL method in teaching Strategic Management at the Faculty of Economics a nd Business offers
several strong reasons that can improve the quality of student learning. One of the main advantages of PBL is its
ability to provide the application of concepts in authentic contexts. Strategic management requires making complex
decisions in a fast-paced work setting. Strategic management courses cover how companies set long-term objectives
and design strategies t o achieve them. It evaluates an organization's performance regard ing its internal and
external contexts before creating a plan to implement the required changes to achieve long-term goals. PBL allows
students to develop sol id business strategies, understand the challenges that companies and organizations face, and
apply abstract ideas to actual business situations. PBL challenges students to evaluate business-related issues,
identify opportunities, and overcome barriers, all of which assist them in developing their critical thinking skills.
Because these abilities are crucial to strategic manage ment, students must create solutions based on reliable
information and analysis (Behrouzi, Shaharoun, & Ma’aram, 2014). The ability to work in a team is a crucial aspect
of strategic management, and a PBL approach can help develop this skill.
In PBL projects, students work in groups, which allows them to learn to collaborate, communicate, and lead
teams effectively (Boscart et al., 2017). PBL also helps students apply theory to practice. In strategic management,
theoretical concepts are often abstract. Through PBL, students can see how these theories are used in business
contexts, allowing them to test and develop their understanding of strategic management. In addition to academic
benefits, PBL can also increase students' intrinsic motivation because they fee l involved in projects dire ctly relevant
to the real world (Ren, 2022). Outcome-based performance assessment in PBL reflects a more authentic approach to
assessing students’ understanding and abilities than traditional written exams. Ultimately, students who engage in
Strategic Management PBL will be better prepared to face career challenges as they will have gained practical
experience in developing and executing business strategies, a highly sought -after competency by companies and
organizations.
This research aims to develop a framework focusing on teaching practices in the Management Study Program
in the Faculty of E conomics and Business in Central Java’s private universities. The main focus is to increase the
effectiveness of student learning in this program, emphasizing interaction between students and lecturers, student
involvement in learning, and the impact on academic achievement. The framework considers various factors, such
as effective teaching methods, applying relevant educational technology, and dev eloping learning materials that
align with job market demands. It aims t o prepare students with relevant knowledge and skills for career success.

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This framework includes evaluation and assessment methods to measure teaching effectiveness. This may involve
evaluation by students, assessment of faculty performance, or the use of other appropriate indicators.
From a learning standpoint, responsiveness is paramount, and teachers d o not impart unidire ctional teaching
independently. Nonetheless, students and teachers collaborate to negotiate instruction, which evolves in tandem
with the growth of students’ ideas. As a result, some academics refer to the PBL approach as instru ction that
emphasizes teacher experience and preparedness for following dire ctions (Good man & Stivers, 2010). To increase
academic performance through student involvement and collaborative learning, this project examine s the PBL
approach to actively immersing students in strategic management courses.

2. LITERATURE REVIEW
2.1. Project-Based Learning and Student Engagement
Many definitions of PBL, su ch as Hayden, Dufel, and Shih (2002) and Sakamaki et al. (2022) state that it is an
innovative learning model or approach emphasizing contextual learning through complex activities, accord ing to
Monteiro et al. (2020). The PBL model enables teachers to oversee student learning in the cl assroom by including
project work. Project work is a type of employment that consists of complex tasks founded on complicated queries
and issues. Students can work autonomously while being guided to develop, solve problems, make decisions, and
conduct investigations (Condliffe et al., 2017). Thus, the PBL model is an innovative learning model involving
project work where students work independently to construct their learning and combine it into natural products.
Stentoft (2019) concluded that PBL is significant for student engagement; the findings were carried out in online
learning, which requires complete involvement. Online PBL requires constant interaction between students and
educational institutions as a peer group.
Table 1 contains an overview of literature on PBL and student engagement.

Table 1. PBL and student engagement.

Author Result
Qureshi, Khaskheli, Qureshi, Forming classrooms for active learning is part of a comprehensive push to actively
Raza, and Yousufi (2023) involve students in learning, thereby influencing collaborative learning and student
academic performance.
Johnson and Delawsky (2013) PBL significantly influences students' cognitive behavior and emotional engagement.
Engagement levels are determined using surveys, attendance, and test results. Teachers
and schools provide recommendations to improve PBL teaching pedagogy.
Lopez-Gazpio (2021) PBL consists of a sense of organization, problem-solving, learning, and process
accountability in children. A PBL approach to lectures proves that students' active
engagement results in far greater comprehension when paired with game design.
Peek-Brown (2022) PBL builds students' sense of ability to achieve something and allows them to develop
ownership of their work. If we can create that in children, we will see them become
extraordinary citizens and do extraordinary things for the rest of their lives.

H1: There is a significant relationship between PBL and student engagement.

2.2. Project-Based Learning and Collaboration Learning

Active student participation and comparison learning define the PBL method, a common cooperative and
research-based learning strategy (Nepal & Panuwatwanich, 2011). PBL students typically collaborate to solve a
given problem, create a produ ct for a specific market, and then assess the project and its development process
(Chandra, 2015). PBL students usually work in groups to solve problems, design products for specific markets, and
evaluate the project and the development process (Chandra, 2015). The PBL methodology was created with
constru ctivism in mind. Constructivism creates an environment in the classroom where students must build their
knowledge. PBL is an instructional strategy that enables students to organize lessons, work together on projects,
and create final products that they may display to others.

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Table 2 contains an overview of literature on PBL and collaborative learning.

Table 2. PBL and collaboration learning.

Author Result
Eckardt, Craig, and The goal of this learning model is a collaborative project that incorporates many courses
Kraemer (2020) or curricular elements and allows students to study the material in meaningful ways while
working together to conduct experiments.
Almulla (2020) PBL is a comprehensive learning approach that involves students in ongoing cooperative
and investigative activities.
Qureshi et al. (2023) Developing classrooms for active learning is part of the push for higher education to
comprehensively involve students in learning, thereby influencing collaborative learning
and student academic performance.
Al-Rawahi and Al- According to this study, students' writing abilities in the post-test demonstrated the
Mekhlafi (2015) primary benefit of online collaborative project -based learning (i.e., the experimental group
outperformed the control group).
Zhang, Peng, and Hung The findings of this study revealed an interesting phenomenon due to cultural influences
(2009) and the education system's impact. Students experience various benefits of PBL learning.
PBL and online collaborative learning seriously threaten several of Taiwan's deeply
ingrained cultural customs. This study provides valuable information about the cross-
cultural ramifications of integrating PBL and online collaborative lear ning in Taiwanese
higher education.

H2: There is a significant relationship between PBL and collaborative learning.

2.3. Project-Based Learning and Academic Performance

PBL is a learning method that can be applied at all levels of education. In this learning method, the educator
acts as a facilitator. PBL aims to help students learn how to solve problems and develop critical thinking skills. To
understand the concept and necessary thinking skills, learners work together in groups to study fundamental
problems. Applying this learning method is expected to make students mo re active and creative by learning from
what they see in their environment (Fatma et al., 2021).
PBL is a learning model that focuses on contextual problems experienced directly by students, and this
learning trains students to think critically and increase creativity through development that can produce
meaningful and valuable products (Katil i, 2018). This learning aims to achieve competency in attitudes, knowledge,
and skills. PBL emphasizes knowledge construction and meaning creation through sharing, active learning,
iterative questioning, and reflection on the part of the students.
Table 3 contains an overview of literature on PBL and academic performance.

Table 3. PBL and academic performance.

Author Result
Qureshi et al. (2023) Developing classrooms for active learning is part of the push for higher education to
comprehensively involve students in lear ning, thereby influencing collaborative
learning and student academic performance.
Fatma et al. (2021) The academic achievement and behavior scores of students in programming classes
with project-based teaching methods differed significantly from those learning via
traditional methods.
Condliffe et al. (2017) Students who participate in project-based learning get extensive hands-on experience
with the issue that the project is built on. Students learn how to plan their
assignments and manage their time well to finish them successfully through project-
based learning. Groups work together to construct projects that help students learn
various skills, including problem solving, collaboration, decision making, and
investigative activities.
Guo, Saab, Post, and Admiraal The PBL approach improved students' cognitive outcomes through knowledge,
(2020) mental strategies, and behaviors such as skills and engagement.
Bilgin, Karakuyu, and Ay (2015) According to the findings, pupils in the treatment group outperformed their peers in
the science and technology teaching achievement test and the self-efficacy belief scale.
The utilization of the project-based learning methodology was deemed satisfactory
by most students in the treatment group.

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H3: There is a significant relationship between PBL and academic performance.

2.4. Collaboration Learning and Academic Performance

Collaboration learning is an interaction that requires students to be active and creative and enjoy engaging
themselves optimally, mentally and physically. The level of activeness, creativity, and enjoyment in learning ranges
from the lowest to the highest (Katili, 2018). Therefore, teaching and learning interactions with a collaborative
paradigm require students to act, be involved in activities, observe visually, and absorb verbal information.
Collaborative learning is a system that allows students to collaborate with others on structured tasks.
Collaborative learning differs from traditional teaching approaches in several aspects. The first is its goal
structure. Holubčík (2015) refers to goal stru cture as the type of interdependence among students and is
categorized into three categories: collaborative, competitive, and individualistic. In a joint goal structure, learner s
can achieve their learning goals when their peers also achieve their goals. Although the proportion is relatively
different from one another, less able learners can st ill achieve learning goals depending on their capacity. A
competitive goal stru cture only allows some individuals to achieve their learning goals. Instead, one learner
achieves their goal while the others do not. In an individualistic goal structure, there is no connection between
individual achievement and the involvement of others in either collaborative or competitive learning. In other
words, one's achievement does not depend on the accomplishment of others. This happens because each learner
learns alone. There is no peer mentoring or competition with others. In this regard, Qureshi et al. (2023) concluded
that collaborative learning falls into the category of collaborative goal stru ctures. In contrast, competitive and
individualistic goal structures are similar to traditional teacher-first learning.
Table 4 contains an overview of literature on collaboration learning and academic performance.

Table 4. Collaboration learning and academic performance.

Author Result
Loes (2022) Collaborative learning is a successful teaching strategy because it can foster the
growth of self-efficacy, increase learning motivation, improve attitudes, and
increase understanding that is active and results in better learning outcomes.
Al-Rahmi, Othman, and Empirical evidence indicates that social media intention, engagement, and
Yusuf (2015) collaborative learning are positively and significantly correlated with increased
academic performance and group member interaction.
Chandra (2015) This paper clarifies the significant average achievement differences between
collaborative and ind ividual learning through a t -test in English using
collaborative and individual learning.
Schmidt, Schreiber, Collaboration between members in an organization is more important than the
Pinheiro, and work being done indiv idually to achieve results efficiently and effectively. It is
Bohnenberger (2020) important to reme mber that there is a strong p ositive relationship between
collaboration among team members and overall team performance.
Oswald and Zhao (2022) The results of this study show how, in coworking spaces, collaborative learning
may play a critical role in enhancing ind ividual work performance. They also
suggest that cooperative learning is a notion that should be explored further in
collaborative space research. The results also imply that owners of cowork ing
spaces wish to promote learning in their areas and foster cooperation even more.

H4: There is a significant relationship between collaborative learning and academic performance.

2.5. Student Engagement and Academic Performance

Researchers concu r that student engagement is correlated with self -efficacy and practical high school
completion, yet there is no universally accepted definition of engagement (Zyngier, 2007). Engaging pupils in
behavior and cognition is more straightforward when they are emotionally invested first. Students are more likely
to be behaviorally and cognitively engaged when they are emotionally invested. Consequently, engaging pupils'

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 International Journal of Education and Practice, 2024, 12(3): 606-621

behavior, cognit ion, and emotions is critical. Diverse pedagogies promote a vital component of learning—student
participation. According to Zyngier (2007) engaging pedagogies should foster a sense of community among
students, give them a sense of ownership over their work, respond to their experiences, and give them hope that
they can make a difference in the world.
Student engagement is a manifestation of motivation seen through students' actions, cognition, and emotions.
It refers to energetic, directed, and persistent actions when encountering difficulties or student qualities in their
interactions with academic assignments (Sattar, Ullah, & Ahmad, 2022).
Student involvement is a crucial factor influencing their learning and academic success because they are active
in learning. Involved students will be more motivated and willing to interact with the subject content (Condliffe et
al., 2017; Eckardt et al., 2020). A positive relationship was f ound between behavior engagement, academic
performance (Burns, Bai, Fu, Pfledderer, & Brusseau, 2019) attendance (Wheaton, Chapman, & Croft, 2016), and
extracurricular activities. High involvement in academic act ivities is a characteristic of academically strong
students, as evidenced by higher subject grades.
Table 5 contains an overview of literature on student engagement and performance.

Table 5. Student engagement and performance.

Author Result
Lee (2014) The find ings of this study, which looked at the conne ction between academic
success and student involvement, demonstrated that behavioral and emotional
engagement were significant predictors of reading achievement. Behavioral
engagement acts as a mediating factor between the impacts of emotional
engagement and academic performance.
Gupta and Bakker The results of the three-wave multi-level analysis show that future perspective
(2020) influences group performance through the level of student engagement.
Additionally, intragroup cohesion also interacts with student engagement,
influencing predictions of performance in group tasks.
Sakamaki et al. (2022) Students who engage in appropriate cognitive processes can learn better,
impacting academic success.
Burns et al. (2019) and A positive relationship was found between behavioral engagement and
Wheaton et al. (2016) attendance and academic and extracurricular performance. High concentration
in educational activities characterizes academically strong students, evidenced
by higher course grades.
Bakker, Sanz Vergel, Student performance and engagement are not constant. In particular, this
and Kuntze (2015) paper looked at how weekly study and personal resources affected students'
performance, active learning habits, and engagement. Furthermore, it looked
into whether students' react ions to their weekly resources varied depending on
how open their traits were.

H5: There is a significant relationship between student engagement and academic performance.

2.6. The Theoretical Framework of the Project-Based Learning Model

The theoretical framework of the PBL model illustrates that student engagement, collaboration in learning,
and student performance are closely related. When students are actively involved in projects, they tend to
collaborate well and their learning outcomes improve. Strong engagement and collaboration in PBL often result in
better student performance, creating an effective and resilient learning environment.
Figure 1 illustrates the theoretical framework of the PBL model.

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 International Journal of Education and Practice, 2024, 12(3): 606-621

Figure 1. Framework of the PBL model.

3. RESEARCH METHODS
This study uses mixed methods, which integrate quantitative and qualitative research techniques into a single
research endeavor to ensure that the information and data collected are more thorough, legit imate, reliable, and
impartial. The research subjects were students taking strategic management courses. The sampling technique was
carried out in two stages. First, the three best private universities in Semarang City were selected based on
Webometrics 2023, namely University of Dian Nuswantoro (UDINUS), Cathol ic University of Soegijapran ata
(UNIKA), and Islamic University of Sultan Agung (UNISULA). A sample of 318 students was selected using a
stratified random sampling technique. Data collection was carried out through questionnaires, interviews, and
literature studies.
An online questionnaire was used, from May to July 2023, and in-depth interviews were carried out for two
weeks in July, which aimed to identify the impact and benefits of the learning method. The questionnaire was used
to understand respondents’ perceptions of the e ight concepts of the PBL model. The in-depth interviews were
conducted with six sources—two students, two lecturers, and t wo heads of study programs. Quantitative data
hypothesis testing of the responses was carried out using structural equation modeling (SEM) with AMOS version
26 software. Then, triangulation was carried out on the qualitative data to identify concepts in the interviewees'
answers. PBL ind icators are measured by E ckardt et al. (2020) academic performance indicators are measured by
Iwamot o, Hargis, and Vuong (2016) collaborative learning indicators were measured by Collazos et al. (2007) and
student engagement was measured by Hofkens and Ruzek (2019).

4. RESULTS AND DISCUSSION

Online questionnaires were used for the research, which ran from February to July 2023. In -depth interviews
were also conducted with people at each university, including instructors, students, and leaders of study programs.
The questionnaire items were scored on a 7-point Likert scale (1 = disagreement and 7 = agreement). In terms of
respondent identity, males made up 61.64% of the sample, those between the ages of 21 and 25 made up 52.83%, and
those with achievement indices between 2.75 and 3.89 made up 52.52%.

4.1. Structural Model Assessment

The Goodness of Fit Index (GFI), Adjusted Goodness of Fit Index (AGFI), Comparative Fit Index (CFI), and
Tucker–Lewis Index (TLI) values met the necessary cut -off value of >0.9, the root mean square error of
approximation (RMSEA) value of 0.020, and the C min/df of 1.101. These results were obtained using the full
model SEM analysis (see Figure 2) with AMOS version 26. The Hoelter Index values for alpha 0.05 and 0.01 are
202 and 205, respectively. According to the Hoelter Index value, the sample size is sufficient to generaliz e the
analysis findings. Additionally, the group difference test revealed significant differences in the observed variables,
with various coefficients suggesting significant differences across the groups. This was done to examine bias and
invariance. As a result, the model is deemed viable for use in further research to test the five proposed hypotheses.
Table 6 presents the constructed scale of statistical measurement.

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Table 6. Construct scale measurement statistics.

No. Construct and indicator Factor Cronbach's Average
loading* alpha** variance
extracted***
1 Project-based learning 0.861 0.507
Original content (PBL1) 0.700
Authentic assessment (PBL2) 0.698
Explicit educational objectives (PBL3) 0.733
Cooperative learning (PBL4) 0.715
Reflection (PBL5) 0.705
Incorporation of adult skills (PBL6) 0.721
2 Student engagement
Behavior engagement 0.793 0.561
Positive behavior (BE1) 0.721
Engagement in learning (BE2) 0.780
Active participation in school (BE3) 0.745
Emotional engagement 0.788 0.554
Enjoyment (EE1) 0.767
Sense of belonging (EE2) 0.693
Happiness (EE3) 0.771
Cognitive engagement 0.780 0.542
Physical and mental presence (CE1) 0.733
Have a willingness to strive to exceed standards (CE2) 0.731
Actively participate (CE3) 0.745
Academic engagement 0.766 0.521
Actively deepen mastery of the material (AE1) 0.759
Arrive on time (AE 2) 0.703
Actively visit the library (AE3) 0.703
3 Collaborative learning 0.789 0.556
The performance of the group (CL1) 0.718
Intra-group cooperation (CL2) 0.709
Students' participants (CL3) 0.806
4 Academic performance 0.880 0.551
Knowledge mastery (AP1) 0.778
Skills (AP2) 0.768
Earned value (AP3) 0.697
Pass on time (AP4) 0.695
Graduation predicate (AP5) 0.733
Further education attainment (AP6) 0.778
Note: * Factor loading should be more than 0.7; ** Cronbach’s alpha should be more than 0.7; *** AVE should be more than 0.5.

4.2. Hypothesis Testing

The critical ratio (C.R.) and p-value of causality integrated into the conceptual framework serve as the
foundation for hypothesis testing. The study model's causation is deemed significant if the p-value is less than 0.05.
The relationships between PBL, student engagement, collaborative learning, and academic performance —the
variables included in this research—are explained in Table 7. The C.R. value, representing the analysis results,
indicates that PBL strongly impacts the student engagement variable, with a value of 2.874 at the p < 0.05
significance level. In addition, the C.R. value indicates that PBL significantly influe nces collaborative learning. It
amounts to 2.852 (p < 0.05) at the 0.05 significance level. Furthermore, the C.R. value indicates that PBL
considerably impacts academic success. At a significance level of 0.01 (p < 0.01), it amounted to 3.061.

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Table 7. Weights for standardized regression.

Path Estimate Standard error C.R. p-value*
Student engagement  PBL 0.277 0.030 2.874 0.004
Collaborative learning  PBL 0.195 0.086 2.852 0.004
Academic performance  PBL 0.205 0.064 3.061 0.002
Academic performance  Student engagement 0.221 0.260 2.634 0.008
Academic performance  Collaborative learning 0.235 0.053 3.430 ***
Note: * p-value should be less than 0.05.
*** p < 0.01

The results of the analysis show that student engagement has a significant impact on a cademic performance,
even though the standard error is high at 0.260; however, the C.R. of 2.634 indicates that this relationship is
significant at the 0.01 significance level (p < 0.01). Furthermore, collaborative learning signif icantly influences
academic performance, as expressed by the C.R. value of 3.430, reaching a very high (***) level of significance. The
results of this analysis indicate that PBL, student engagement, and collaborative learning significantly influence
academic performance variables. With high C.R. values, this relationship is sol id and essential in explaining
variations in academic performance. These results also provide empirical support for the importance of project -
based teaching and student involvement in improving academic achievement. Furthermore, the results of the in-
depth interviews with lecturers and students regarding the PBL method in strategic management courses can vary
depending on the experience and preferences of each individual.

Figure 2. Results of the structural model.

The find ings of the qualitative analysis can explain that PBL allows students to de velop a deeper
understanding of strategic management concepts through practical experience and feel involved in projects relevant
to the real world. Students are also motivated to study harder and can enjoy collaborating with classmates, thereby
developing social skills. This wa s explained by Student A, who stated: "PBL can make the class atmosphere more

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 International Journal of Education and Practice, 2024, 12(3): 606-621

active than conventional learning where the lecturer only gives a lecture and then gives homework". In the PBL
learning model in the Strategic Management course, students feel that there is added value in developing the
problem-solving and creativity skills they have acquired so that they can understand this course well and gain in -
depth and contextual learning experiences as well as feel involved in project s that are relevant to the world. The
real world allows students to apply theory to practice.
On the other hand, the lecturer sees it as an effective way to teach Strategic Management. Le cturer B stated,
"PBL allows students to develop a deeper understanding of strategic management concepts through practical
experience". This lecturer was also pleased with the high student involvement in PBL and said that PBL is a
learning method that can inspire students' creativity and critical thinking and believes that PBL skills can help
students apply theoretical concepts in real projects, resulting in a more robust understanding of Strategic
Management.
The second lecturer uses PBL to teach strategic management because he has had previous success with this
method and sees a p ositive impact on students' understanding and skills that help prepare them for real-world
challenges in strategic management. He also said that PBL is an innovative and compelling learning approach to
teaching strategic management, allowing students to experience in-depth and relevant learning in the real world.
Furthermore, the information is supported by an interview with the Head of the Study Program, who said that
PBL has benefits in classroom learning in strategic management courses and other subjects. The Head of the Study
Program also stated that PBL helps bridge the gap between theory and practice in teaching because students not
only listen to theoretical lectures but are also actively involved in designing, planning, and implementing busin ess
strategies in the context of real projects. Even more interestingly, the Head of the Study Program stated that PBL
helps develop students' sense of responsibility for the results of the projects they take part in, creating a strong and
memorable learning experience where students feel that they are genuinely contributing to solving complex
business problems.

5. DISCUSSION
This study investigates how PBL affects students' academic achievement. For a sample of 318 students enrolled
in the Management Study Programme at the Faculty of Economics and Bu siness at private universities in Central
Java, it is mediated via collaborative learning and student involvement. The findings of the study demonstrate that
PBL improves academic achievement. This motivates instructors to use contemporary teaching techniques, namely
PBL teaching tactics, so that students can potentially love learning. Compared to typical teacher-centered
instruction, PBL model activities aim to engage students more in education. PBL is one fact or that might enhance
students' motivation to learn. According to E ckardt et al. (2020), the PBL approach uses projects to motivate
students, which allows them to show and explain what they have learned.
On the other hand, the demands of special skills, su ch as critical thinking, problem solving, collaboration, and
various other skills, must be achieved through learning. Collaboration sk ills make cooperation an interaction
structure that facilitates collective efforts to achieve common goals. Through collaboration, students can work
collaboratively and socially to achieve learning goals.
Awareness of collaboration in learning requires cooperation by utilizing all available resources to achieve the
learning goals set effectively and efficiently (Condliffe et al., 2017). Collaboration learning is an interaction that
requires students to be active, creative, and happy to engage themselves optimally, mentally and physically. Student
involvement represents an ind ividual's drive to do something or a motivational factor that can be a strong predictor
in improving academic achievement (Carter, 2016). This study shows that PBL can facilitate students' problem-
solving abilities; this is proven by several indicators of students' abilities, such as being motivated to complete
learning assignments on time and having learning dynamics that are more flexible so that they stimulate students

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 International Journal of Education and Practice, 2024, 12(3): 606-621

to participate actively. It also has a positive impact on lecturers, namely obtaining new models so that the teaching
and learning processes are more dynamic and varied.
This study aligns with the findings of Behrouzi et al. (2014). It reveals that using PBL methods positively
impacts students' knowledge acquisit ion in three Foundations of Education courses in teacher education programs.
Additionally, students and researchers p ositively perceived the use of PBL as a pedagogical tool. This study
provides initial evidence that PBL can improve students' conceptual understanding and can be a valuable strategy
for improving the quality of learning. Thus, this research provides important insights f or educational practice and
curriculum development. Likewise, Stentoft (2019) highlighted that the concept of PBL has received widespread
support among educational policy advocates and funders at the primary to tertiary education levels and has
produced evidence of the effectiveness of PBL in improving student learning ou tcomes; however, it has limitations
regarding evaluation due to weak measurements that are less valid and reliable for in -depth learning and
interpersonal competence that PBL aims to improve. Some studies show p osit ive impacts of PBL in social studies,
but evidence in mathematics and literacy is more l imited. Some schools that implement PBL note d increases in
student engagement, motivation, and confidence.
Research by Carter (2016) evaluated the impact of project-based learning compared to traditional learning
methods on students' academic achievement in advanced mathematics subjects. The analysis of covariance
(ANCOVA) results showed that the group taught using PBL achieved a statistically significantly higher average
performance than those taught using traditional methods. Similar find ings were obtained when the achievements of
male and female students were compared between the two groups. However, no signif icant differences in student
motivation were found between the groups taught with PBL and traditional learning. The results of this study
provide evidence that the PBL method can improve student achievement in mathematics subjects. This research
also reminds us of the importance of considering the role of motivation in project-based learning.
For decades, many lecturers have implemented traditional learning strategies in class, and students continued
this by doing home work. Tradit ional learning strategies make students passive, and project -based learning
strategies make students active and creative.
This inf ormation becomes valuable when students actively participate in the learning process. Many
instructors and researchers, including Monteiro et al. (2020), concluded that most lecturers have moved away from
traditional learning strategies because these strategies have proven to be ineffective for students in the current
learning environment (Sakamaki et al., 2022). Project-based learning strategies are an essential phase in the
learning process and are one of the most effective learning strategies. Project-based learning strategies involve
problem-solving content. The knowledge gained while working on a project are then shared to solve problems
(Hayden et al., 2002). The differences between traditional and project-based learning strategies are illustrated in
Table 8.

Table 8. Traditional education vs modern education.

Traditional education Modern education
1) Education-related 1) Learner-focused
2) Expertise in a given field 2) Subject-specific knowledge based on innate skills
3) One-way information transfer 3) Knowledge transfer in multiple ways
4) Passive and constrained 4) Dynamic and captivating
5) Conceptual 5) Both theoretical and useful

The efficacy of project-based learning methodol ogies at different educational levels has been assessed by
numerous studies, from primary to higher education (Eckardt et al., 2020; Melguizo-Garín, Ruiz-Rodríguez, Peláez-
Fernández, Salas-Rodríguez, & Serrano-Ibáñez, 2022; Stentoft, 2019). Table 9 presents the efficacy of project-based
teaching and learning methodologies across disciplines and educational levels.

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Table 9. PBL effectiveness based on past research findings.

Author Subject Result
Clark (2017) Undergraduate Project-based learning strategies have a positive impact on
engineering academic achievement.
Eckardt et al. (2020) Undergraduate There has been a signif icant increase in the academic scores
students of various subjects through project-based learning.
Sattar et al. (2022) College students The project-based learning strategy succeeded in
improving students' English learning skills.
Melguizo-Garín et al. (2022) College students Students achieve better critical thinking sk ills and increased
self-confidence through project-based learning strategies.
Carter (2016) Undergraduate The study findings demonstrate how project-based learning
students techniques can improve students' comprehension of
mathematical concepts.

6. CONCLUSION
According to the study, the PBL approach aid s academic achievement. Furthermore, PBL has been shown to
boost students' passion f or learning and promote their participation in the process through teamwork. PBL is,
therefore, applicable at all educational levels. PBL mandates that students build connections across d isparate topic
areas. Through this avenue, learners can v iew knowledge holist ically. More over, PBL is an in -depth investigation
of a real-world topic, which is beneficial for developing learners' attention and increasing their effort.
Students explore fundamental issues in groups to acquire concepts and critical thinking abil ities. Group
members will engage in a give-and-take dialogue via this technique to get thorough and mature knowledge. PBL
also attempts to overcome difficulties and teach students the fundamental problems they need to be aware of to
hone their critical thinking abilities. Students engage in groups to investigate key issues while gaining an awareness
of the concepts and necessary think ing abilities required. Using this teaching strategy, students are anticipated to
become more engaged and imaginative as they draw knowledge from their surroundings.
Thus, this study supports the theory that PBL can be a valuable learning strategy in improving the quality of
learning and reflects a shift from a more passive traditional learning approach to more interactive and creative
project-based learning. These results align with previous research supporting the effectiveness of PBL in improv ing
student understanding.

6.1. Managerial Implications

PBL is one of the teaching strategies based on knowledge needs that ne cessitates a setting naturally conducive
to learning, given the real-world context of the subject. As a result, teachers should be able to adapt their teaching
strategy to the issues they instruct. Students will learn from their surroundings and become more engaged and
imaginative using this learning style. Consequently, instructors and educational officials should consider including
PBL in their curricula to increase learning efficacy.

6.2. Theoretical Implications

PBL has theoretical implications that include constructivism, collaboration, the concept of interconne ctedness,
active learning, intrinsic motivation, authentic assessment, and an understanding of l ifelong learning. PBL allows
students to gain knowledge through practical experience, collaborate in teams, connect concepts to the real world,
be actively involved in learning, feel ownership of the project, and be assessed based on their performance in
authentic tasks. This approach creates a learning environment that supports deep and relevant understanding for
students.

6.3. A Challenge for Further Research

This research has several limitations because it was only conducted in the Central Java region, so the results

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 International Journal of Education and Practice, 2024, 12(3): 606-621

may not be directly applicable to other contexts. In addition, the data used in this study is limited to a small
population. Broader investigations inv olving various universities in other regions and subj ects are re commended.
Further research can also explore the factors that influence the effectiveness of PBL and analyze the long-term
impact of PBL on students' academic achievement and learning motivation. Finally, it needs to be acknowledged
that implementing PBL in schools is often a challenge because it requires lecturers to change their roles to
facilitators, accept uncertainty, and adapt to a more dynamic classroom environment. Therefore, ongoing
professional training may be required to support the effective use of this project-based learning method.

Funding: This study received no specific financial support.

Institutional Review Board Statement: The Ethical Committee of the University of 17 August 1945
Semarang, Indonesia has granted approval for this study (Ref. No. 2.762/G.05.01/XI/2023).
Transparency: The authors state that the manuscript is honest, truthful, and transparent, that no key
aspects of the investigation have been omitted, and that any differences from the study as planned have been
clarified. This study followed all writing ethics.
Competing Interests: The authors declare that they have no competing interests.
Authors’ Contributions: All authors contributed equally to the conception and design of the study. All
authors have read and agreed to the published version of the manuscript.

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