Analysis of Student Engagement in Project Based Learning in The Merdeka Curriculum

Abstract

This study aims to analyze the level of student engagement in project-based learning (PjBL) within the Merdeka Curriculum at one of high school in Tangerang and identify the factors that influence it. Using a mixed-methods approach, this research involved 32 students as respondents through survey questionnaires and in-depth interviews, alongside interviews with teachers. Data were collected using a validated student engagement questionnaire covering cognitive, affective, and psychomotor dimensions, as well as interview guides for deeper insights. Quantitative data were analyzed using descriptive statistics, while qualitative data were processed through thematic analysis. The results reveal that most students demonstrate high cognitive engagement 75 percent frequently ask questions, 80 percent offer new ideas, and 85 percent strive to complete their projects well. In the affective domain, 90 percent of students express interest in the project topics, and 85 percent feel motivated to complete them. Psychomotor engagement is also high, with 90 percent collaborating effectively in groups. However, challenges such as time management 65 percent, lack of confidence 60 percent, and group coordination difficulties 55 percent persist. Teacher support, student motivation, project relevance, and adequate resources significantly influence engagement. The study concludes that while PBL is effective in enhancing student engagement, schools must address implementation challenges by strengthening teacher facilitation, improving infrastructure, and ensuring enough time for project completion. These findings offer practical implications for refining active learning practices and advancing the implementation of the Merdeka Curriculum in Indonesian education.