An Islamic Perspective on Project-Based Learning in Islamic Religious Education
DOI:
https://doi.org/10.15575/jis.v6i3.56716Kata Kunci:
Islamic perspective, Islamic Religious Education, Project-Based LearningAbstrak
Amid globalization and evolving educational paradigms, innovative learning models integrating Islamic values are increasingly essential, particularly in Islamic Religious Education (PAI). This study aims to: (1) examine Project-Based Learning (PjBL) characteristics from an Islamic perspective, (2) analyze PjBL syntax regarding Islamic education principles, and (3) formulate implementation strategies in PAI. Employing a qualitative library research method, the study analyzes books, scientific articles, journals, and previous research. Results indicate that PjBL aligns closely with Islamic educational values by engaging students actively, encouraging collaboration, fostering deliberation, promoting responsibility (amanah), and producing beneficial work as good deeds. These elements reflect the Islamic tradition's balance among knowledge mastery, practical application, and spiritual formation. Furthermore, every PjBL syntax stage—from planning and execution to evaluation—mirrors Islamic educational principles. Applying PjBL enhances academic achievement while strengthening character, social attitudes, and spiritual values, offering an effective, meaningful, and relevant alternative for modern education's challenges. These findings provide valuable insights for educators and policymakers developing innovative, value-based PAI curricula.
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