Timber engineering course was previously carried out in a theoretical classroom and teacher-centred. Therefore, the students could not achieve the learning mastery indicator. Project-based learning model was implemented to solve that problem. This study was aimed to figure out how the project-based learning model (PjBL) was able to explain the occurrence of increased student competence in the Timber Engineering course. The study employed Class Action Research by Kemmis and McTaggart which consisted of four stages: (1) action planning, (2) action implementation, (3) observation, 4) reflection. The four stages formed a cycle and this study was carried out in the cycle until the fulfilment of learning mastery indicators. The study was conducted in two cycles because the learning mastery indicator was fulfilled in the second cycle. The results of the research in cycle I showed that students who scored more than 70 were only 33% and 67% of them scored less than or equal to 70. In the first cycle, the level of achievement of learning mastery indicators has not been met. This result became reflection for second cycle implementation. Furthermore, the implementation of cycle II showed that students who score more than 70 were 92% and only 8% of them achieved less than or equal to 70. This showed the level of achievement of learning mastery indicators has been met. Overall there has been an increase in the value of students who met the learning mastery indicator. The students who scored more than 70 from cycle I was 33%. This percentage increased in the second cycle to 92%. This result entailed that the project based learning model (PjBL) on Timber Engineering course could explain the increase of value that fulfilled the learning mastery indicator. © School of Engineering, Taylor’s University.
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