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This study aimed to investigate the advantages of using the ABL method incorporating experiential learning in a blended environment over the conventional learning. This research was an experimental research with a 2x2x2 factorial design. The research participants were 56 students obtained using the saturation sampling technique. The data were collected using two methods namely test and non-test. The data were analyzed using a four-way analysis of variance (ANOVA). In the hypothesis tests, the significance level (α) used was 0.05 or 5%. The results showed that there was; (1) a significant difference in student achievement and soft skill between groups of students taught by the ABL method and taught using conventional methods; (2) a significant difference in student achievement between student groups with high achievement motivation and with low achievement motivation; (3) a significant difference in student achievement between groups of students with high soft skill and with low soft skills; and (4) a significant interaction effect by using ABL model, achievement motivation, and soft skill on student achievement. Referring to the results of this study, learning in the course of construction management by using ABL could improve the ability to think critically and improve the soft skills and student achievement. Keywords— activity-based learning, learning achievement in construction management

Effect of Activity-Based Learning on Student Learning Achievement in Construction Management