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Abstract

This research is the contribution of project-based learning (PBL) to the learning process which only helps the teacher's task or has a significant contribution to the acquisition of student knowledge. The aim of the research is to investigate the effectiveness of PBL in involving students in the learning process, the contribution of PBL to authentic, iterative, collaborative, and student discipline learning. The research method used is factorial design analysis using structural equation models. The participants involved in this study were 250 teachers who used PBL in their learning process. This data was collected using a questionnaire to determine the role of PBL from the five aspects highlighted. This study uses the SEM-AMOS (Structural Equation Modelling) measurement model as the main statistic to analyse data and is based on confirmatory factor analysis. The findings show that all the main aspects of learning methods such as authentic, disciplined, collaborative, repetitive learning and student engagement are significantly correlated with PBL. Through these main aspects, PBL is able to involve students optimally in participating in the learning process. They can be more optimal in obtaining new knowledge and information in the learning process. So, in addition to optimizing student involvement in the learning process, PBL also facilitates students to optimally acquire knowledge in the learning process.