<![CDATA[Rendahnya hasil belajar peserta didik pada materi Beragama secara Moderat menjadi salah satu permasalahan dalam pembelajaran Pendidikan Agama Islam di kelas VIII SMP Negeri 1 Candipuro. Kondisi awal menunjukkan bahwa rata-rata hasil belajar peserta didik sebesar 64,7 dengan ketuntasan belajar 0%, sehingga belum memenuhi Kriteria Ketuntasan Minimal (KKM) yang ditetapkan sebesar 75. Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik melalui penerapan model Project-Based Learning (PjBL). Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 10 peserta didik kelas VIII. Data dikumpulkan melalui tes hasil belajar, observasi, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan hasil belajar pada setiap siklus. Rata-rata nilai peserta didik meningkat dari 64,7 pada pra siklus menjadi 76,4 pada Siklus I dan kembali meningkat menjadi 83,6 pada Siklus II. Persentase ketuntasan belajar juga mengalami peningkatan dari 0% pada pra siklus menjadi 70% pada Siklus I dan mencapai 100% pada Siklus II. Selain meningkatkan hasil belajar, penerapan PjBL juga mendorong keterlibatan peserta didik dalam diskusi, kerja sama kelompok, serta kemampuan menghubungkan materi dengan kehidupan sehari-hari. Dengan demikian, penerapan Project-Based Learning terbukti efektif dalam meningkatkan hasil belajar peserta didik pada materi Beragama secara Moderat. Low learning outcomes in the topic Religious Moderation were identified as one of the major challenges in Islamic Religious Education for eighth-grade students at SMP Negeri 1 Candipuro. The preliminary assessment revealed an average score of 64.7, with no students meeting the Minimum Mastery Criterion (75). This study aimed to improve students' learning outcomes through the implementation of the Project-Based Learning (PjBL) model. This research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of two cycles: planning, action, observation, and reflection. The participants were 10 eighth-grade students. Data were collected through learning achievement tests, classroom observations, and documentation, and were analyzed using descriptive quantitative analysis and qualitative analysis based on the Miles, Huberman, and Saldaña interactive model. The findings demonstrated a consistent improvement in students' learning outcomes across the research cycles. The average score increased from 64.7 in the pre-cycle to 76.4 in Cycle I and further improved to 83.6 in Cycle II. Learning mastery also increased from 0% in the pre-cycle to 70% in Cycle I and reached 100% in Cycle II. In addition, the implementation of PjBL enhanced students' participation, collaboration, and their ability to relate learning materials to real-life situations. These findings indicate that Project-Based Learning is effective in improving students' learning outcomes on the topic of Religious Moderation.]]>
