Exploring Students’ Perceptions of Project-based Learning in An Outcome-Based Education (OBE) Curriculum Framework

Abstract

This study explored undergraduate students’ perceptions of Project-Based Learning (PjBL) within the Outcome-Based Education (OBE) curriculum framework in the English Education Study Program at FKIP Universitas Syiah Kuala. As Indonesian higher education institutions shift towards OBE to enhance learning outcomes and teaching quality, PjBL has emerged as a dynamic and student-centered approach that fosters real-world engagement and competency development. A qualitative descriptive method was employed using a structured questionnaire distributed to 193 purposively selected students who had experienced PjBL in at least one course. The instrument measured students’ responses across ten key indicators, including clarity of learning outcomes, project relevance, engagement, collaboration, skill development, and real-world application. Findings reveal overwhelmingly positive perceptions: students found PjBL beneficial for deepening understanding, applying theoretical knowledge, improving critical thinking, enhancing collaboration, and increasing motivation. Moreover, students acknowledged that project tasks were aligned with OBE goals and effectively prepared them for future roles as English educators. However, challenges such as uneven workload distribution and time constraints were also noted. These insights highlight both the strengths and areas for improvement in PjBL implementation. The study concludes that PjBL, when thoughtfully designed and facilitated, serves as a powerful instructional strategy that aligns well with OBE principles and fosters meaningful, outcome-driven learning experiences. The findings provide practical implications for educators and curriculum developers aiming to enhance student engagement and competency in English language education through innovative pedagogies.