Constructivism Epistemology and the Application of Project-Based Learning in the Independent Curriculum for English Language Learning

Abstract

The constructivist epistemology approach offers a strong foundation for developing more student-centred English learning in implementing the Merdeka Curriculum. This study examines the application of project-based learning (PjBL) in the context of the Merdeka Curriculum, where students are empowered to construct their knowledge through projects that link learning content to real situations. Qualitative methods were used in this study involving teachers and students at the secondary school level. Data was collected through classroom observations, in-depth interviews, and analysis of student projects. The study results indicate that applying constructivist epistemology through PjBL can increase student engagement, critical thinking, and collaboration but face challenges in learning evaluation. This study contributes to the understanding of the application of PjBL in the context of constructivism and the Merdeka Curriculum. It provides practical recommendations for the development of more relevant English learning.