Abstract
The commitment of higher education to produce job-ready and highly competitive graduates requires that it endow graduates with broad knowledge and innovative technologies, including business skills facing various challenges of project-based digital learning for future achievement. The study aimed to analyze the effect of Project-Based Online Learning (PBOL) and student engagement on academic achievement. The research method used a mixed-method convergent parallel design. Qualitative data collection is through interviews, observational and documentation forms, and quantitative data is through questionnaires and portfolios. A qualitative data interpretation used content analysis, while quantitative data used the Two-Way ANOVA test. The results showed that students' perceptions of implementing the PBOL method and student engagement increased their academic performance to become new entrepreneurs through the experience they gained during project-based learning. This method could also create a fun learning atmosphere that affects student engagement behavior. The research contributes an alternative method for entrepreneurship lecturers to enhance their educational performance and success.
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