<![CDATA[This study developed and conceptually validated a research-based Project-Based Learning (PjBL) model for preparing master's students in Islamic Religious Education to investigate instructional problems and use evidence to design Islamic Cultural History (SKI) instruction. Educational research and development used a qualitatively dominant multimethod design because the central task was interpretive: explaining how documented gaps, artefacts, stakeholder accounts, and disciplinary requirements should be translated into design decisions. Descriptive quantitative data were used to indicate salience and expert consensus rather than population effects. Needs evidence showed weak alignment among outcomes, project milestones, research activity, historical reasoning, assessment, feedback, and revision. The integrated analysis generated eleven design requirements, five competence dimensions, and a nine-stage course syntax linking alignment, authentic diagnosis, SKI-context analysis, theory-evidence synthesis, project planning, concept selection, prototype construction, academic review-revision, and reflective communication. Four experts rated 400 items; 355 received a score of 5 and 45 a score of 4, producing a mean of 4.89 and 97.75% conceptual feasibility. The study contributes a traceable postgraduate design architecture, while practicality, fidelity, assessment reliability, equity, and effectiveness remain to be tested empirically.]]>
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