Riska Novalia, Arita Marini, Totok Bintoro, Uyu Muawanah
This research aims to investigate a model for enhancing students' learning independence, particularly within the context of Project-Based Learning (PBL). Utilizing a simple random sampling method, questionnaires were distributed to 303 higher education students at Universitas Negeri Jakarta in Jakarta, Indonesia. The data were analyzed using Structural Equation Modeling (SEM) to assess the relationships between PBL components and students' learning independence. Key findings reveal that PBL significantly predicts students' learning independence through various elements such as defining basic questions, designing project planning, scheduling, monitoring and evaluating project progress, and testing results. These elements contribute to students' self-confidence, discipline, responsibility, and self-control. Notably, the study found no significant relationship between independence from others and learning independence. The model demonstrated a good fit, with a Root Mean Square Error of Approximation (RMSEA) of 0.073. This indicates that the proposed model for students' learning independence is well-supported by the data. The research contributes to the field by providing a validated model that educators can implement to foster learning independence among higher education students through PBL. This model not only enhances students' autonomy but also equips them with essential skills for academic and personal success, ultimately preparing them for challenges in real-world scenarios. © 2025 The Authors
Department of Basic Education, Universitas Negeri Jakarta, Jln. Rawamangun Muka, Jakarta Timur, 13220, Indonesia; Department of Elementary School Teacher Education, Universitas Negeri Jakarta, Jln. Rawamangun Muka, Jakarta Timur, 13220, Indonesia
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