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All Journal International Journal of Post-Axial: Futuristic Teaching and Learning
Siti Muflikah
IAI Khozinatul Ulum Blora
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analysis of Students' Responsibility and Understanding in Discussing Faith in the Last Day Using the Project-Based Learning (PjBL) Method in Islamic Religious Education at SMP PGRI 1 Japah Siti Muflikah; Muhammad Abu Kholil
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 3 September 2026: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v4i3.1962

Abstract

This study aimed to analyze changes in students' understanding of faith in the Last Day, describe students' responsibility during learning, and determine the implementation of Project-Based Learning (PjBL) in Islamic Religious Education. The study employed a quantitative approach with a one-group pretest-posttest design involving 17 Grade IX students at SMP PGRI 1 Japah. Data were collected through pretest and posttest assessments, observations of student responsibility, observations of PjBL implementation, and documentation of the project product. The project involved creating a poster about faith in the Last Day through six PjBL stages: a fundamental question, project planning, scheduling, implementation and monitoring, assessment/presentation of results, and evaluation of experience. The results showed that the mean student understanding score increased from 58.82 on the pretest to 85.41 on the posttest, with a mean increase of 26.59 points. The responsibility observation produced a mean score of 21.18 out of a maximum of 28, or 75.63%. PjBL implementation reached 22 out of 24, or 91.67%, indicating that most learning stages were implemented as planned. The poster product provided concrete evidence of project implementation in learning. The findings indicate that PjBL provided an active learning context accompanied by increased understanding and the emergence of responsible student behavior. However, because the study used a single group without a control group, the increase cannot be interpreted as definitive causal evidence
Co-Authors Muhammad Abu Kholil