Technology Integration by Teachers through Moodle to Support Self-Regulated Learning in Project-Based Learning
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Abstract:
Background of study: The development of educational technology encourages the use of the Learning Management System (LMS) as a means of supporting innovative learning. Moodle, as a widely used LMS, has the potential to be integrated with Project-Based Learning (PjBL) to create student-centered learning while supporting the development of self-regulated learning.
Aims: This article systematically examines how teachers integrate Moodle into the implementation of PjBL and its role in supporting students' self-regulated learning. The study focused on the form of Moodle integration, the use of Moodle features, and its impact on self-regulation, engagement, and student learning outcomes.
Methods: This study uses the Systematic Literature Review (SLR) approach and follows the PRISMA guidelines. Articles are obtained from the Google Scholar database through the Publish or Perish application with a publication range of 2017–2025. The selection process was carried out through the identification, screening, feasibility assessment, and inclusion stages, resulting in 26 articles that were analyzed and synthesized thematically.
Result: The results of the synthesis show that the integration of Moodle in PjBL is carried out through the design of project assignments, management of project stages, facilitation of group collaboration, and monitoring of student learning progress. Moodle features such as assignments, discussion forums, resources, and calendars play an important role in supporting student learning, planning, monitoring, and reflection. In general, the integration has a positive impact on improving self-regulated learning, active engagement, responsibility, and the quality of student project results.
Conclusion: The integration of Moodle by teachers in Project-Based Learning not only serves as a technical support for learning, but also as a learning environment that encourages students' self-regulation. These findings confirm the importance of teachers' pedagogical roles in optimizing Moodle to create meaningful and sustainable project-based learning.
Keywords: Moodle , Project-Based Learning , Self-Regulated Learning , Systematic Literature Review
Copyright (c) 2026 Ni Wayan Ulandari, I Made Tegeh, I Kadek Suartama
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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