The research background is that student learning engagement and student creativity are still relatively low. This study aims to measure the increase in learning engagement and creativity through learning treatment using a project-based learning integrated with Youtube. The study respondents involved 20 students in the control class and 20 students in the experimental class. This study used a quasi-experimental method with a pretest-posttest control group design. The Validity and Reliability Test describes the Pearson Correlation value (0.000) and Crobach's Alpha value (0.901) which indicate that the research instrument is valid and reliable. Furthermore, the prerequisite test analysis describes that the data is homogeneous and normally distributed. The results of the hypothesis test using the t test concluded that there was a significant difference between the control class and the experimental class both in the student engagement variable (t test = 0.13) and the student creativity variable (t test = 0.00). Furthermore, descriptive data described that the experimental class has a higher achievement level than the control class with a mean gap of 2.55 on the student engagement variable and 4.75 on the student creativity variable. These conclusions can be considered by educators in determining an effective instructional approach.

Keywords: Project-Based Learning, Youtube, Engagement, Creativity