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All Journal Al-Hijr: Journal of Adulearn World Daiwi Widya : Jurnal Pendidikan FKIP Unipas
Ulfa Adilla
Universitas Islam Yasni Bungo Jambi
Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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IMPLEMENTASI MODEL PROJECT-BASED LEARNING DALAM MEMBENTUK KREATIVITAS SISWA DI SEKOLAH DASAR ISLAM TERPADU DI DARUL HIKAM RIMBO BUJANG Alfi Syafaah; Muhammad Solihin; Ulfa Adilla
Daiwi Widya Vol 13, No 1 (2026)
Publisher : Universitas Panji Sakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37637/dw.v13i1.2892

Abstract

Penelitian ini dilatarbelakangi oleh tuntutan pendidikan abad ke-21 yang menempatkan kreativitas sebagai kompetensi penting yang perlu dikembangkan sejak sekolah dasar melalui pembelajaran aktif, kontekstual, dan bermakna. Pada konteks sekolah dasar Islam terpadu, pengembangan kreativitas perlu berjalan seiring dengan pembentukan tanggung jawab, kerja sama, dan nilai pendidikan Islam, sehingga Project-Based Learning relevan diterapkan. Penelitian ini bertujuan menganalisis implementasi Project-Based Learning dalam pembentukan kreativitas siswa di SDIT Darul Hikam Rimbo Bujang melalui aspek perencanaan, pelaksanaan, dan hasil pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus deskriptif, sedangkan data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, lalu dianalisis secara interaktif. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran disusun sistematis, pelaksanaan berlangsung partisipatif dan kolaboratif, serta hasil implementasi menampakkan perkembangan kelancaran ide, keluwesan berpikir, keaslian gagasan, kerincian produk, dan kemampuan evaluatif siswa. Disimpulkan bahwa Project-Based Learning efektif sebagai pendekatan pedagogis kontekstual untuk membentuk kreativitas siswa pada sekolah dasar Islam terpadu. Temuan ini menegaskan pentingnya desain proyek autentik dan pendampingan guru yang konsisten. Secara praktis, model ini dapat direplikasi di sekolah serupa dengan menyesuaikan tema proyek pada konteks lokal, menyiapkan perangkat ajar yang terstruktur, melatih guru sebagai fasilitator, serta menerapkan penilaian proses dan produk secara berkelanjutan agar kreativitas siswa berkembang optimal.
IMPLEMENTATION OF DEEP LEARNING APPROACH IN THE FORMATION OF STUDENTS’ ISLAMIC CHARACTER AT STATE JUNIOR HIGH SCHOOL 3 PELEPAT ILIR Moch Anwar Zaenudin; Andryadi; Ulfa Adilla
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v5i2.1263

Abstract

This study aims to analyze the implementation of the deep learning approach in Islamic Religious Education learning and its contribution to the formation of Islamic character of students at SMP Negeri 3 Pelepat Ilir. The research uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation of school principals, vice principals, PAI teachers, and students. The results of the study show that deep learning is applied through reflective learning and religious habits, such as congregational zuhur prayers, recitation readings, tahfiz, lectures, and Yasin readings, so that students are more active, easier to get along with material with real life, and better understand the value of honesty, discipline, responsibility, and the meaning of worship. The findings also show the growth of socio-religious interaction and students’ metacognitive awareness, although the implementation still faces obstacles in the form of time constraints, teacher readiness, variation in learning styles, and facility support. The novelty of this research lies in the placement of deep learning not only as a strategy to improve cognitive understanding but as an integrative approach that links classroom learning, personal reflection, and school religious culture in the formation of Islamic character. The implications of this study emphasize the importance of designing reflective PAI learning so that schools can strengthen the substantive internalization of Islamic values, build a dynamic religious culture, and make Islamic Religious Education a space for the transformation of students’ knowledge, attitudes, and behaviors in the era of inclusive contemporary education.
Co-Authors Alfi Syafaah Andryadi Moch Anwar Zaenudin Muhammad Solihin