Integrating Project-Based Learning in Islamic Religious Education: Designing Practical Learning for Meaningful Religious Engagement
Abstract
This study examines the implementation of Project-Based Learning (PjBL) in Islamic Religious Education (PAI) as an instructional approach that integrates religious values, practical skills, and twenty-first-century competencies. Grounded in a qualitative descriptive framework, the study explores how PjBL facilitates meaningful learning through authentic projects, particularly within the context of Fiqh education. The findings indicate that PjBL enables students to internalize religious values through experiential learning, collaborative engagement, and contextual problem-solving. By involving learners in the planning, execution, and reflection stages of project activities, PjBL fosters deeper conceptual understanding, moral awareness, and social responsibility. The study also identifies supporting factors such as teacher professionalism, learning facilities, and student motivation, alongside inhibiting factors including time constraints, financial limitations, and learner diversity. Overall, the research highlights that well-designed project-based learning can transform Islamic Religious Education from a predominantly theoretical subject into a meaningful and practice-oriented learning experience aligned with contemporary educational demands.
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