Analisis Rencana Pelaksanaan Pembelajaran (RPP) PAI Berbasis Project-Based Learning dalam Meningkatkan Kompetensi Abad 21 - Andien Dhita Ayu Pratiwi; Toriq Eggie Nashoha; Muhammad rizki Ramadhan; Haekhal Nur Siddiq; Muhammad Khaerul Jidan; Milana Abdillah Subarkah (Penerbit Minhaj Pustaka, 2026)
This study aims to analyze the Project-Based Learning (PjBL) based Islamic Religious Education Lesson Plan (RPP) and assess the extent to which the document integrates 21st-century skills. The research employs a qualitative approach through document analysis, using a single PAI RPP based on PjBL as the data source, supplemented by the syllabus, project assessment sheets, and teacher reflections for triangulation. The results indicate that the RPP structure complies with learning device standards and has implemented PjBL syntax in the core activities. However, some steps, such as process monitoring and final reflection, have not been explained in detail. The RPP has also integrated aspects of 21st-century competencies such as collaboration, communication, creativity, and problem-solving, although authentic assessment indicators and instruments have not been clearly formulated. Overall, the application of PjBL in the RPP leads to active, innovative, and contextual learning but still requires improvements, especially in assessment and reflection aspects, to be more optimal. Abstraksi Penelitian ini bertujuan untuk menganalisis Rencana Pelaksanaan Pembelajaran (RPP) Pendidikan Agama Islam berbasis Project-Based Learning (PjBL) serta menilai sejauh mana dokumen tersebut mengintegrasikan keterampilan abad 21. Penelitian menggunakan pendekatan kualitatif melalui analisis dokumen, dengan sumber data berupa satu RPP PAI berbasis PjBL yang dilengkapi silabus, lembar penilaian proyek, dan refleksi guru sebagai triangulasi. Hasil penelitian menunjukkan bahwa struktur RPP telah sesuai dengan standar perangkat pembelajaran dan sudah menerapkan sintaks PjBL dalam kegiatan inti. Namun beberapa langkah, seperti monitoring proses dan refleksi akhir, belum dijelaskan secara rinci. RPP juga telah mengintegrasikan aspek kompetensi abad 21 seperti kolaborasi, komunikasi, kreativitas, dan pemecahan masalah, meskipun indikator dan instrumen penilaian autentik belum dirumuskan secara jelas. Secara keseluruhan, penerapan PjBL dalam RPP sudah mengarah pada pembelajaran aktif, inovatif, dan kontekstual, tetapi masih memerlukan perbaikan terutama pada aspek penilaian dan refleksi agar lebih optimal.