Enhancing Multidimensional Student Engagement through Project-based Experiment Learning: Integrating Indigenous Knowledge in Science Education

Abstract

Student engagement in science learning and laboratory practice is often less than optimal, especially in Indonesia's higher education context. Conventional learning models are based on the lecturer and have not accommodated the full multidimensional involvement of students. The current study developed and evaluated an innovative learning model, Project-based Experiment Learning (PBEL), through a herbal medicine project. The quasi-experimental research design with a pretest-posttest control group involved 175 students from three universities in Central Java—a valid and reliable questionnaire measured multidimensional engagement (behavioural, emotional, cognitive, and skills). Data analysis used ANCOVA to control for pretest scores. Findings confirmed that PBEL significantly promoted student engagement on all four dimensions compared to Project-based Learning (PjBL), with the most significant effects on emotional and skill engagement. The effectiveness of PBEL was consistent across the three institutes, suggesting validity across institutional contexts. The PBEL model enhances students' multidimensional engagement in local context-based science learning. The PBEL model is recommended for curriculum and pedagogy development in higher education, especially in preserving and utilizing indigenous knowledge as a meaningful learning resource.