<![CDATA[This study investigates strategies for teaching translation to undergraduate students through a project-based learning (PBL) approach, with a focus on addressing the common tendency among Indonesian students to overlook the foundational role of translation theory in language learning. This study involved 30 students from the Faculty of Economics at Al-Azhar University Medan during the 2024/2025 academic year. Using a case study method, students were assigned to translate economic news articles from English into Bahasa Indonesia, followed by written reflections, peer feedback, and instructor observation. Findings indicate that when translation is grounded in real-world contexts and collaborative tasks, students begin to internalize theoretical concepts such as dynamic equivalence, Skopos theory, and cultural adaptation. The translations revealed an improvement in attention to grammatical accuracy, tone, and audience appropriateness. Peer feedback fostered critical reflection and helped reinforce translation results. Instructor observations further confirmed that the PBL model encouraged engagement, autonomy, and a deeper connection between theory and practice. This study supports the integration of theory-informed, learner-centered strategies in translation education. By contextualizing translation tasks within meaningful, discipline-relevant content, educators can bridge the gap between theory and practical language skills, ultimately enhancing translator competence among undergraduate learners.]]>
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