A Strengthening Character Education through the Project Based Learning (PJBL) Model in Islamic Religious Education Learning at SMPN 2 and SMPN 3 Pujut

Abstract

This study aims to analyze the implementation of Islamic Religious Education (PAI) learning based on Project-Based Learning (PjBL), identify the character values ​​developed, and describe the process of strengthening character education at SMPN 2 and SMPN 3 Pujut. The background of this research is based on the urgency of strengthening character education through active, collaborative, and student-oriented learning. The study used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing, while data validity was tested through triangulation of sources and techniques.

The results show that the implementation of PjBL in Islamic Religious Education (PAI) learning is carried out through the stages of planning, implementation, and evaluation, aligned with the syntax of the PjBL model. Project-based learning encourages active student involvement in contextual problem-solving processes, thus making learning more meaningful. The most dominant character values ​​developed include religiousness, discipline, hard work, creativity, and responsibility. Character strengthening occurs systematically through teacher strategies in managing learning, habituation, role modeling, and collaboration among students in group work. In addition to improving material mastery, the PjBL model also has implications for improving students' critical thinking and communication skills. These findings indicate that PjBL is an effective Islamic Religious Education (PAI) learning model for strengthening character education in a contextual and sustainable manner.