<![CDATA[The *Merdeka Belajar* (Emancipated Learning) policy initiated by the Ministry of Education, Culture, Research, and Technology aims to restore learning autonomy to both learners and educators. However, implementing learner autonomy in language classrooms remains challenging, particularly regarding the shift of learning responsibility from teacher to student. This study aims to examine the role of Project-Based Learning (PjBL) in realizing the principles of *Merdeka Belajar* in language classrooms, specifically in enhancing learner autonomy. Employing a quasi-experimental quantitative approach with a pretest-posttest control group design, the study involved 60 Grade XI students from two public high schools in Bandung, divided into an experimental group (PjBL) and a control group (conventional instruction). The experimental group engaged in authentic, problem-based language projects over 12 sessions, encompassing independent topic selection, strategy planning, implementation, monitoring, self-evaluation, and results presentation. Learner autonomy was measured using the validated Autonomy in Language Learning Scale. The results indicate that the experimental group experienced a statistically significant increase in autonomy (p < 0.001) compared to the control group, with a large effect size (ηp² = 0.342). The greatest gains occurred in the dimensions of self-regulation and self-assessment, while the dimension of interdependence (collaboration) also showed moderate improvement. These findings suggest that PjBL goes beyond knowledge transfer; it trains students to become independent, responsible, and reflective language learners. The study concludes that PjBL is an effective pedagogical strategy for implementing *Merdeka Belajar* in language classrooms. Consequently, language teachers should design contextual projects and provide appropriate scaffolding to foster learner autonomy incrementally.]]>
Copyrights © 2025
