Keywords
Project-Based Learning
Critical Thinking
Learning Outcomes
Abstract
This research aims to analyze the influence of project-based learning (PjBL) on critical thinking skills in Islamic Religious Education subjects at SMA Insan Cendekia Syech Yusuf Gowa. The research focuses on evaluating the effectiveness of implementing the PjBL model in enhancing the quality of learning processes oriented toward active, contextual learning, particularly in developing students' critical thinking abilities. The approach employed is quantitative with a quasi-experimental design. The research subjects consisted of two classes: an experimental class that received a project-based learning model and a control class that used conventional methods. Data were collected through observation, critical thinking skills questionnaires, and learning outcome tests. Data analysis was conducted using t-tests and MANCOVA to measure differences and assess the model's influence on the dependent variables. The research results indicated that project-based learning was implemented very well, with an average implementation rate of 3.73 on a scale of 4. The average critical thinking skills score increased from 61.90 to 82.38, while the average learning outcomes score increased from 68.81 to 87.24. Statistical analysis demonstrated a significant effect of the PjBL model on the simultaneous improvement of both variables. These findings affirm that PjBL is effectively applied in Islamic Religious Education, as it can develop critical thinking, collaborative, and reflective skills that contribute to achieving Sustainable Development Goal 4 on Quality Education.
References
Amalia, D., & Nugroho, I. (2025). Implementasi Model Project Based Learning dalam Pembelajaran Sejarah Kebudayaan Islam. Asian Journal of Islamic Studies and Da’wah, 3(6), 480–492. https://doi.org/10.58578/ajisd.v3i6.7901
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
Dewi, P. K., & Nuraini, L. (2021). Peningkatan keterampilan berpikir kritis siswa melalui model pembelajaran berbasis proyek pada mata pelajaran Pendidikan Agama Islam. Jurnal Penelitian Pendidikan Islam, 9(2), 178–195.
Fahmi, R., Azmaliah, A., Jamna, M. R., & Heryadi, H. (2025). Implementation of Project Based Learning in Islamic Religious Education: An Effort to Create a Generation with Islamic Character. Kitabah: Jurnal Pendidikan Sosial Humaniora, 3(3). https://doi.org/10.56114/kitabah.v3i3.12610
Firmansyah, E., Khozin, K., & Masdul, M. R. (2022). Implementasi Piaud Terhadap Anakanak Suku Kaili Pedalaman di Desa Kalora Kabupaten Sigi. Research and Development Journal of Education, 8(1). https://doi.org/10.30998/rdje.v8i1.13758
Ikhwan, A. (2016). Leadership in Islamic Education; Study of Thematic Al-Qur’an and Al-Hadist. Ulul Albab: Jurnal Studi Islam, 17(1), 3. https://doi.org/10.18860/ua.v17i1.3253
Ikhwan, A. (2021). Metode Penelitian Dasar (Mengenal Model Penelitian dan Sistematikanya). Tulungagung: STAI Muhammadiyah Tulungagung.
Jauhari, Y. Y. Al, & Thelma, C. C. (2023). Application of Project-Based Learning in Islamic Education using the Scientific Approach. Education and Sociedad Journal, 1(1), 1–12. https://doi.org/10.61987/edsojou.v1i1.391
Khoiriyah, I., Rahman, A., & Susanto, H. (2020). Implementasi pembelajaran berbasis proyek pada Pendidikan Agama Islam: Tantangan dan solusi. Jurnal Pendidikan Islam Indonesia, 4(2), 156–172. https://doi.org/10.47498/tadib.v16i1.2941
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Lestari, R., Sumitra, A., Nurunnisa, R., & Fitriawati, M. (2020). Perancangan Perencanaan Pembelajaran Anak Usia Dini Melalui Sistem Informasi Berbasis Website. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1396–1408. https://doi.org/10.31004/obsesi.v5i2.770
Mardiana, D., & Amalia, S. (2022). Adversity Quotient in the Implementation of Project-Based Learning. Al-Hayat: Journal of Islamic Education, 6(2), 367–379. https://doi.org/10.35723/ajie.v6i2.277
Pratama, H., Azman, M. N. A., & Kassim, A. A. (2022). The use of deep learning in open learning: A systematic review (2019 to 2023). International Review of Research in Open and Distributed Learning, 25(3), 145–167. https://doi.org/10.19173/irrodl.v25i3.6854
Rizki, A., Hamid, S., & Nurdin, E. (2021). Analisis pelaksanaan pembelajaran berbasis proyek dalam mata pelajaran Pendidikan Agama Islam di sekolah menengah. Jurnal Penelitian Pendidikan Agama, 8(3), 201–218. https://doi.org/10.31000/jkip.v3i1.4262
Rosa, E., Destian, R., Agustian, A., & Wahyudin, W. (2024). Inovasi Model dan Strategi Pembelajaran dalam Implementasi Kurikulum Merdeka. Journal of Education Research, 5(3), 2608–2617. https://doi.org/10.37985/jer.v5i3.1153
Saraydarpira, L. (2025). Pedagogical competencies and student autonomy in project-based religious education. International Journal of Religious Education, 13(1), 78–94.
Tobroni, Firmansyah, E., Masdul, M. R., & Anwar, S. (2024). Strengthening Islamic Education Values through Kaili Da’a Local Ethnic Cultural Symbol. Al-Hayat: Journal of Islamic Education (AJIE), 8(1), 113–122. https://doi.org/10.35723/ajie.v8i1.449
Tobroni, T., & Firmansyah, E. (2022). Tipologi Managemen tradisional dan Moder dalam Pengembangan Pendidikan Pesantren. Research and Development Journal of Education, 8(1), 333–338. https://doi.org/10.30998/rdje.v8i1.13087
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wibowo, A. (2022). Sistem evaluasi berbasis proyek: Objektif dan partisipatif dalam pembelajaran. Jurnal Evaluasi Pendidikan, 9(2), 145–162.
This work is licensed under a Creative Commons Attribution 4.0 International License.