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The purpose of this study is to find out the differences between the implementation of ABL model and the conventional model in improving students’ self-directedness in learning. This quantitative research used the quasiexperimental design. The research population consisted of 122 undergraduate students of Civil Engineering taking the Construction Management course in the academic year of 2017/2018. The study participants were students from two out of four Construction Management classes, taken by random sampling technique. The experimental group and control group consisted of 28 students each. Results showed that the implementation of activity-based learning (ABL) method exerted a significant effect on student self-directedness in learning. The ABL method was, in fact, more effective in improving self-directedness than the conventional model.

The effectiveness of Activity-Based Learning to Improve Students’ Self-Directedness in Learning