Pembelajaran Pendidikan Agama Islam Berbasis Proyek sebagai Upaya Menumbuhkan Kemandirian Belajar

Abstract

This study aims to examine the effectiveness of the project-based learning model in Islamic Religious Education (PAI) as an effort to foster students’ learning independence. The main issue underlying this research is the low level of student autonomy in PAI learning, as indicated by their strong dependence on teacher instructions, limited creativity, and inadequate ability to plan and manage their own learning processes. The study was conducted at SMP Muhammadiyah 29 Paciran, involving PAI teachers, homeroom teachers, and fifteen eighth-grade students who participated in project-based learning activities. A qualitative descriptive method was employed, with data collected through classroom observation, in-depth interviews, and documentation review. Data analysis followed the interactive model proposed by Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings reveal that the implementation of project-based learning in PAI encourages students to become more active, creative, and responsible throughout the learning process. Projects such as producing short dakwah videos and conducting Islamic social activities not only enhanced students’ understanding of Islamic values but also fostered their autonomy in planning, executing, and evaluating learning tasks. Interview data further support these findings, showing positive changes in students’ learning behaviors.