The Role of Life-Based Learning Project and Need for Achievement in Enhancing Student Capabilities and Competencies

Subari Subari (Universitas Bhinneka Nusantara, Jl. Raya Tidar No.100, Kota Malang, 65146 Indonesia)
Waras Kamdi (Universitas Negeri Malang, Jl. Semarang No.5, Sumbersari, Kota Malang, 65145 Indonesia)
Hakkun Elmunsyah (Universitas Negeri Malang, Jl. Semarang No.5, Sumbersari, Kota Malang, 65145 Indonesia)
Muladi (Universitas Negeri Malang, Jl. Semarang No.5, Sumbersari, Kota Malang, 65145 Indonesia)
Mariano Dos Santos (Instituto Católico Para A Formação De Professores (Icfp) Baucau, Timor – Leste)

Jurnal Ilmu Pendidikan
Vol. 32 No. 1 (2026)

The purpose of this study is to examine the influence of Life-Based Learning (LBL) and Need for Achievement on the capabilities and competencies of Informatics Engineering students in a Mobile Programming course. This research used a quasi-experimental design with a 2x2 factorial arrangement. A sample of 64 students was divided into an experimental group (LBL) and a control group (Expert Centred Learning/ECL). Data were collected through cognitive tests, performance rubrics, and Need for Achievement questionnaires, then analyzed using two-way MANOVA. Results showed that the LBL group achieved significantly higher mean scores for capabilities (84.75) and competencies (87.28) compared to the ECL group (80.50 and 82.03). Students with high Need for Achievement also outperformed those with low motivation. Furthermore, a significant interaction was found between learning strategies and Need for Achievement on both capabilities (sig. 0.007) and competencies (sig. 0.009). In conclusion, the LBL approach is more effective than ECL in enhancing student outcomes and can successfully accommodate diverse levels of Need for Achievement, particularly by lifting the performance of students with low motivation levels more effectively.