Enhancing Student Engagement, Academic Performance, and Character through Problem- and Project-Based Learning: A Cross-National Study
Keywords:
Problem-Based Learning; Project-Based Learning; Student Engagement; Academic Achievement; Character DevelopmentAbstract
This study examines the comparative effectiveness of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) in enhancing student engagement, academic achievement, and character development among primary school students in Indonesia and Malaysia. A total of 120 fifth-grade students participated, equally divided into two groups: 60 students in the PBL group and 60 in the PjBL group, drawn from Unismuh Elementary School in Indonesia and the Indonesian School of Kuala Lumpur, Malaysia. Each group underwent a six-week intervention using either PBL or PjBL strategies. Student engagement was assessed using standardized observation sheets, academic achievement was measured through curriculum-aligned cognitive tests, and character development was evaluated using validated character questionnaires encompassing responsibility, honesty, empathy, cooperation, and initiative. Data were analysed using independent t-tests, analysis of covariance (ANCOVA), and effect size calculations (Cohen’s d and partial eta squared) to determine both statistical significance and practical relevance. The results indicate that PjBL was more effective in promoting student engagement and character development, whereas PBL yielded stronger gains in academic achievement. These differentiated outcomes highlight the importance of aligning pedagogical approaches with specific educational objectives and contextual conditions, thereby contributing to the broader discourse on evidence-based, student-centred education.
https://doi.org/10.26803/ijlter.24.9.2
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