PROJECT-BASED LEARNING ON SELF REGULATED LEARNING: HOW DOES IT WORK?

A well-structured teaching and learning process is characterized by innovative approaches that adapt to contemporary educational demands. This innovation enhances student engagement and fosters critical thinking and creativity. Project-based Learning (PBL) is one approach that encourages students to apply their knowledge practically, enhancing skill acquisition (Subramani & Iyyapan, 2018). Additionally, students need to have self-regulated Learning (SRL) so that they will be able to monitor themselves during the learning process. This SRL should be increased at the graduate level because, at this level of education, they are required to be more independent during the learning process. This research used a pre-experimental design using a one-group pretestpostest design of semester 1 master students of the English Language Education Study Program who took a Quantitative Research Coursewith three credits. They consist of 21 students. The data were obtained by using a questionnaire with a 4 Likert scale named Self-Regulated Learning Questionnaire. Based on the analysis, it was found that masteral students’ self–regulated learning after PjBL was applied to them is better than before. This finding can be an alternative for lecturers or teachers to develop students' self-regulated Learning through motivation, goal setting, time management, self–efficacy, learning strategy, and monitoring and adaptation.