ISSN: 2222-6990
Open access
Project-based l earning (PBL) is an instructional method that positively impacts the traditional teacher-centered learning culture. This study aims to examine the influence of PBL approach (active learning, self-learning, product-oriented, critical thinking) on students' academic performance in Business subjects. A quantitative approach was adopted, utilizing a survey design and a questionnaire as the primary research instrument. The sample comprised 329 students, selected through random sampling. Data analysis was conducted using descriptive statistics and multiple linear regression, with SPSS software version 29.0. The results indicate that PBL significantly contributes to improving students' academic performance in Business subjects. Multiple regression analysis revealed that critical thinking had a more substantial impact on student performance in Business subjects compared to active learning, product-oriented, and self-learning. The findings suggest that students should remain committed to actively engaging in the PBL method implemented by teachers. Teachers are encouraged to plan effective and engaging lessons that capture students' interest. Additionally, the Ministry of Education should support the successful implementation of PBL by providing necessary resources to teachers.
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