Implementasi Model Pembelajaran Project Based Learning Dalam Meningkatkan Kualitas Pembelajaran Pai:  Studi di SMA Al-Khairiyah 4 Cilegon

Rufiyah Rufiyah; Mutiara Sofa; Islahudin Islahudin

doi:10.55606/lencana.v4i4.6560

Authors

Rufiyah Rufiyah Institut Agama Islam Al-Khairiyah Cilegon
Mutiara Sofa Institut Agama Islam Al-Khairiyah Cilegon
Islahudin Islahudin Institut Agama Islam Al-Khairiyah Cilegon

DOI:

https://doi.org/10.55606/lencana.v4i4.6560

Keywords:

Islamic Religious Education, Learning Quality, Project Based Learning, Student Participation, Teaching Implementation

Abstract

This study was motivated by the importance of implementing a learning model that enhances the quality of Islamic Religious Education through active student participation. Project Based Learning (PjBL), a student-centered model emphasizing project completion, was selected to support this objective. This study aimed to describe the implementation of the Project Based Learning model, examine its contribution to improving the quality of Islamic Religious Education learning, and identify the supporting and inhibiting factors at SMA Al-Khairiyah 4 Cilegon. This study employed a descriptive method with a qualitative approach. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings showed that the implementation of Project Based Learning was conducted through three stages: planning, implementation, and evaluation. The model improved learning quality by increasing student participation, creating a more active and enjoyable learning environment, strengthening collaboration, communication, creativity, and fostering character values such as responsibility, discipline, and social awareness. Supporting factors included competent human resources, adequate facilities and infrastructure, and a supportive school environment. The main inhibiting factors were limited instructional time and the lack of active participation from some students during group activities. Overall, Project Based Learning positively improved learning quality

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