Project-Based Curriculum Innovation Using A Hybrid Learning Approach In Primary Madrasah

Abstract

This study discusses a project-based curriculum innovation combined with a hybrid learning approach at the Madrasah Ibtidaiyah level. The changing educational needs of the 21st century require madrasahs to provide learning that is more flexible, contextual, and capable of developing 21st-century skills such as creativity, collaboration, problem-solving, and digital literacy. Through the integration of Project-Based Learning (PjBL) with a hybrid system, students have the opportunity to engage in real projects that encourage more active learning activities while still receiving support from digital learning resources that can be accessed online. This study uses a literature review method by examining various literature, scientific articles, and research reports related to the implementation of PjBL and hybrid learning in primary education and madrasah. The study results indicate that this curriculum model has the potential to increase learning motivation, strengthen social skills, and support more personalized and flexible learning. However, obstacles such as limitations in technological infrastructure, teachers' pedagogical readiness, risks of digital distractions, and potential conflicts with traditional values remain challenges that must be addressed. The research findings emphasize the importance of teacher training, facility support, and adaptive strategies that still respect the characteristics of madrasahs so that the implementation of the project-based hybrid curriculum can run optimally and sustainably.