<![CDATA[This study aims to describe the implementation of Project-Based Learning (PjBL)-based instructional planning in Religious Moderation education at PGRI Kurnia Kersamanah Senior High School, Garut. The study employed a qualitative approach using a case study design. Data were collected through interviews, observations, and documentation involving the principal, the vice principal for curriculum affairs, an Islamic Religious Education teacher, and students. Data were analyzed through data reduction, data display, and conclusion drawing, while the trustworthiness of the findings was ensured through source triangulation and methodological triangulation. The findings reveal that: (1) PjBL-based instructional planning was systematically developed through the analysis of Learning Outcomes, the formulation of Learning Objectives, the development of teaching modules, and the design of assessment instruments; (2) the learning process was implemented in accordance with the Project-Based Learning syntax, including posing essential questions, planning the project, carrying out the project, monitoring progress, presenting project outcomes, and conducting reflection; (3) the implementation was supported by school policies, teachers' professional competence, the availability of learning facilities, and students' active participation, although it still encountered challenges related to limited instructional time and differences in students' characteristics; and (4) the implementation of Project-Based Learning had positive implications for enhancing students' active engagement, critical thinking, collaboration, communication skills, and the internalization of religious moderation values. Therefore, Project-Based Learning can serve as an effective instructional alternative for integrating subject matter mastery with the development of students' religious moderation character.]]>
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