Strengthening Student Character Education through Interdisciplinary Project-Based Learning Approaches

Annisa Helvina; Alfiana Alfiana; Haerul Mizan

doi:10.71094/esensi.v2i1.284

Authors

Annisa Helvina Program Studi Pendidikan Ilmu Pengetahuan Alam, Universitas Negeri Padang, Sumatera Barat, Indonesia Author
Alfiana Science Education Program, Padang State University, West Sumatra, Indonesia Author
Haerul Mizan Science Education Program, Padang State University, West Sumatra, Indonesia Author

DOI:

https://doi.org/10.71094/esensi.v2i1.284

Keywords:

Character Education, Interdisciplinary Learning, Project-Based Learning, 21st-Century Skills, Holistic Education

Abstract

Character education has become an essential focus in contemporary educational systems, as schools are increasingly expected to develop students’ moral, social, and civic competencies alongside academic achievement. This study investigates the effectiveness of interdisciplinary Project-Based Learning (PBL) as an instructional approach for strengthening student character education in formal school settings. Employing a mixed-methods, quasi-experimental design, the research involved an experimental group receiving interdisciplinary PBL instruction and a control group taught using conventional methods. Quantitative data were collected through character education questionnaires, learning outcome assessments, and 21st-century skills scales administered before and after the intervention, while qualitative data were obtained through classroom observations, student reflection journals, and semi-structured interviews. The findings indicate that students who participated in interdisciplinary PBL demonstrated significant improvements in key character dimensions, including responsibility, collaboration, creativity, independence, and civic awareness, compared to students in the control group. Additionally, interdisciplinary PBL was found to support academic learning and the development of critical thinking, communication, and problem-solving skills. Qualitative findings further revealed that students perceived interdisciplinary projects as meaningful and engaging learning experiences that encouraged ethical behavior, teamwork, and reflective thinking. The study concludes that interdisciplinary Project-Based Learning is an effective pedagogical strategy for integrating character education within academic instruction. By aligning character development with interdisciplinary learning objectives, educators can foster holistic student development and better prepare learners for the social and ethical challenges of the 21st century.

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