ISLAMIC PROJECT-BASED LEARNING MODEL: AN ALTERNATIVE TO STRENGTHEN INDEPENDENCE, ACTIVENESS, AND SOCIAL STUDIES LEARNING OUTCOMES IN JUNIOR HIGH SCHOOL

Abstract

Abstract

This study aims to improve students' independence, activeness, and learning outcomes in Social Studies through the implementation of the Islamic Project-Based Learning model at Ihsanul Fikri Integrated Islamic Junior High School in Mungkid. The background of this research is the low level of student engagement in the learning process, as indicated by minimal active participation, a tendency to be passive in discussions, and suboptimal academic achievement. This study employed a Classroom Action Research (CAR) method conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The research subjects were 32 ninth-grade students. Data were collected through observation, questionnaires, learning outcome tests, and documentation, and analyzed using descriptive qualitative and quantitative methods. The results showed that the implementation of the Islamic Project-Based Learning model significantly improved students' independence, as seen in their increased initiative in managing group tasks; enhanced activeness, as reflected in their participation in discussions, presentations, and decision-making; and improved learning outcomes, evidenced by the increase in average test scores in each cycle. Additionally, the Islamic Project-Based Learning model successfully integrated Islamic values into Social Studies learning, such as cooperation, responsibility, and appreciation for cultural diversity. Thus, the Islamic Project-Based Learning model can serve as an innovative alternative learning model that not only strengthens students' Islamic character but also optimizes academic achievement.