Modern education demands innovative approaches to engage students effectively and enhance learning outcomes. This article explores the implementation of an innovative pedagogical approach, namely Project-Based Learning (PjBL), in the context of the Visual Programming course. The study aims to investigate the impact of this approach on students’ participation and learning achievements. Using a Classroom Action Research (CAR) design, the research was conducted in two cycles. The participants were 30 students enrolled in the Educational Technology Informatics program at Universitas Negeri Padang. The study used a descriptive comparative method to assess the outcomes, comparing pre-cycle to Cycle II results. The findings reveal remarkable improvements in student’s cognitive growth (53.33%), affective development (46.66%), and psychomotor skills (56.66%) following the application of the PjBL approach. Furthermore, there was a noticeable increase of 43.44% in the active participation of students during the learning process after incorporating the PjBL approach. In conclusion, this study underscores the effectiveness of PjBL in fostering active participation and elevating learning achievements in the Visual Programming course. The article contributes to the discourse on innovative pedagogical strategies. It highlights the potential of PjBL to revolutionize traditional educational methods, equipping students with skills engagingly and effectively. © 2024 Rizkayeni Marta et al; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. The article is published with Open Access at https://www.temjournal.com/
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