<![CDATA[This study investigates the effectiveness of STEM-based Fikih learning through a solar shadow prayer time schedule project at MTs Khozinatul Ulum Blora. A true experimental design with posttest-only control group was employed, involving 60 eighth-grade students randomly assigned to experimental (STEM-based Project-Based Learning) and control (traditional demonstration) groups. Students in the experimental group engaged in a four-week sundial construction project involving astronomical observation, mathematical calculation, and jurisprudential integration for determining prayer times. Data were collected using a validated Prayer Times Calculation Achievement Test and analyzed using an independent-samples t-test in JAMOVI 2.3.28. Results revealed that the experimental group achieved significantly higher learning outcomes (M = 82.7, SD = 7.09) compared to the control group (M = 73.5, SD = 9.05), with t(58) = 4.37, p < .001, and a very large effect size (Cohen’s d = 1.13). The findings demonstrate that integrating STEM methodologies with Islamic jurisprudence through authentic, culturally relevant projects substantially enhances student achievement while honoring Islamic intellectual heritage. This research provides empirical evidence for curriculum reforms integrating STEM pedagogies with traditional Islamic subjects in madrasah contexts.]]>
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