Project-Based Learning in Islamic Education: Enhancing Independent Character and Critical Thinking Skills in Junior High School Students

The implementation of Project-Based Learning (PBL) in Islamic Religious Education (PAI) has gained prominence as an approach to developing independent character and critical thinking skills among students. This study assessed the effectiveness of PBL in strengthening these competencies in three junior high schools in Bandung: SMPN 8, SMPN 46, and SMPN 50. Using a mixed-method approach, this study involved both qualitative and quantitative analyses, with data collected through observations, surveys, and interviews with teachers and students. The findings revealed that PBL significantly contributed to the enhancement of students’ independent character and critical thinking skills, particularly through collaborative projects that required problem-solving and ethical decision-making. However, challenges such as time management, teacher readiness, and students’ initial dependence on structured guidance were noted. Despite these challenges, the study suggests that integrating PBL with Islamic education fosters a holistic learning experience, allowing students to apply religious values in practical contexts while refining analytical abilities. It is recommended that schools provide adequate resources and training to optimize the implementation of PBL in Islamic education.