<![CDATA[Pembelajaran pendidikan agama Islam di SD Muhammadiyah Alam Kedanyang Gresik kelas III masih cenderung menggunakan metode konvensional. Kondisi ini menunjukkan perlunya metode pembelajaran inovatif dan interaktif. Penelitian ini bertujuan mendeskripsikan penerapan Project Based Learning (PjBL) dan dampaknya terhadap peningkatan hasil belajar PAI siswa kelas III SD Muhammadiyah Alam Kedanyang Gresik. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan fokus pada studi kasus. Data dikumpulkan dengan menggunakan teknik observasi partisipatif yang dilakukan langsung oleh peneliti dalam proses belajar-mengajar, dan wawancara mendalam dengan guru Pendidikan Agama Islam dan beberapa siswa. Hasil penelitian menunjukkan bahwa penerapan PjBL melalui proyek pembuatan buku mini kisah Nabi Syuaib mampu menciptakan pembelajaran yang lebih aktif. Siswa terlibat secara penuh mulai dari tahap eksplorasi, penyusunan narasi, hingga menghasilkan karya. Hasil belajar siswa meningkat secara signifikan di tiga ranah: kognitif, afektif, dan psikomotorik. Siswa mampu memahami dan mengingat materi lebih baik, menunjukkan antusiasme tinggi selama proses, terampil dalam mengelola alat dan bahan proyek. Temuan ini mendukung pendekatan konstruktivisme dan menunjukkan bahwa PjBL efektif untuk pembelajaran PAI di tingkat sekolah dasar.Penelitian ini mengusulkan model lanjutan berupa PjBL Naratif-Kreatif sebagai strategi pembelajaran yang mendorong refleksi nilai melalui narasi dan ekspresi kreatif siswa.Islamic Religious Education (PAI) learning in third-grade students at Muhammadiyah Kedanyang Elementary School still tends to use conventional methods. This condition indicates the need for innovative and interactive learning methods. This study aims to describe the implementation of Project Based Learning (PjBL) and its impact on improving Islamic Religious Education (PAI) learning outcomes of third-grade students at Muhammadiyah Kedanyang Elementary School. This study uses a descriptive qualitative approach with a focus on case studies. Data were collected using participatory observation techniques conducted directly by the researcher during the teaching and learning process, and in-depth interviews with the Islamic Religious Education teacher and several students. The results of the study indicate that the implementation of PjBL through a mini-book project on the story of the Prophet Shuaib was able to create more active learning. Students were fully involved from the exploration stage, compiling narratives, to producing work. Student learning outcomes improved significantly in three domains: cognitive, affective, and psychomotor. Students were able to understand and remember the material better, showed high enthusiasm during the process, and were skilled in managing project tools and materials. These findings support the constructivist approach and demonstrate that Project-Based Learning (PjBL) is effective for Islamic Religious Education (PAI) learning at the elementary school level. This study proposes a further model, Narrative-Creative PjBL, as a learning strategy that encourages value reflection through narrative and students' creative expression]]>
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