PROJECT BASED LEARNING (PJBL) IN THE COURSE OF ORGANIZATION THEORY IN STIMULATING SELF DIRECTED LEARNING (SDL)

Abstract

This article presents a best practice in implementing Project-Based Learning (PjBL) integrated with the Case Method in the Organizational Theory course to stimulate students' Self-Directed Learning (SDL) in the Educational Administration Study Program, Universitas Jambi. The innovation was developed in response to students' limited learning autonomy and their dependence on lecturer-centered instruction. The best practice involved 30 undergraduate students organized into ten collaborative groups. Students completed an authentic project requiring them to design a proposal for establishing an educational institution by applying concepts of organizational theory through Project-Based Learning. The implementation was documented through classroom observations, project documentation, presentations, and lecturer reflections. The implementation demonstrated that Project-Based Learning created a more active and student-centered learning environment. Students became more independent in identifying learning needs, exploring learning resources, collaborating with peers, solving organizational problems, and applying theoretical concepts to authentic educational contexts. The project also strengthened students' critical thinking, communication, collaboration, and organizational analysis skills while encouraging greater responsibility for their own learning. This best practice indicates that integrating Project-Based Learning with the Case Method effectively stimulates Self-Directed Learning and supports the development of professional competencies required by prospective educational administrators.