Implementing Project-Based Learning to Enhance Students' Social Skills at MTs Teladan Ujung Kubu

Nurul Azmi Aziz (Universitas Islam Negeri Sumatera Utara)
Ponidi (Universitas Islam Negeri Sumatera Utara)

JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Vol. 13 No. 2 (2026): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)

The development of social skills has become increasingly important as one of the key competencies required in the twenty-first century. However, classroom instruction in many schools continues to rely on teacher-centered approaches that provide limited opportunities for students to interact and collaborate actively. This study investigated the application of Project-Based Learning (PjBL) in Social Studies classes and explored its contribution to the enhancement of students' social skills at MTs Teladan Ujung Kubu, Batu Bara Regency, Indonesia. A qualitative descriptive design was adopted to gain a comprehensive understanding of the learning process and participants' experiences. Data were gathered through classroom observations, semi-structured interviews with the principal, the Social Studies teacher, and students, as well as document analysis. The collected data were analyzed using the interactive model proposed by Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. To ensure the trustworthiness of the findings, source, technique, and time triangulation were employed. The findings indicated that the implementation of PjBL followed a structured sequence consisting of planning, group formation, project execution, presentation, evaluation, and reflection. This learning model promoted an active and collaborative classroom atmosphere by encouraging students to engage in authentic learning experiences. Moreover, students demonstrated noticeable improvements in communication, collaboration, responsibility, and self-confidence while working together to complete projects and present their outcomes. Overall, the findings indicate that Project-Based Learning is an effective instructional approach for promoting meaningful Social Studies learning while strengthening students' social competencies. This study provides empirical evidence on the implementation of PjBL in an Islamic junior secondary school context and offers practical insights for educators aiming to enhance students' social skills through collaborative learning practices.