<![CDATA[This study aims to describe the synergy between the Problem-Based Learning (PBL) and Project-Based Learning (PjBL) models in improving students' understanding of thematic hadith at MTs Ali Maksum, a pesantren-based madrasah that is gradually implementing the Merdeka Curriculum. The study is motivated by the need for an Islamic Religious Education model that shifts away from teacher-centred instruction toward approaches that foster critical thinking while producing tangible outputs from the religious understanding being learned. A descriptive qualitative approach was employed, with data collected through direct classroom observation and interviews with the subject teacher and madrasah coordinator, then analyzed through data reduction, display, and conclusion drawing. The results show that the PBL-PjBL synergy is realized in two sequential stages: in the PBL stage, teachers orient students toward real problems in the pesantren or community related to a specific hadith theme for group analysis and discussion; in the PjBL stage, students follow up on that analysis by producing tangible works such as digital posters, infographics, interactive presentations, and character-building campaign videos. Teachers act as facilitators, while evaluation covers cognitive tests, problem-solving processes, and product outcomes. A constraint identified is the limited use of technological facilities, as classrooms are also used for pesantren activities. This synergy is supported by a harmonious relationship between the formal madrasah and the pesantren, making thematic hadith learning more active, contextual, and reinforcing of students' character.]]>
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