<![CDATA[Religious character is a central outcome of Islamic Religious Education (IRE), yet classroom practice can remain dominated by cognitive transmission and provide limited authentic space for students to practise and reflect on Islamic values. This article aims to synthesize the contribution of Project-Based Learning (PjBL) to strengthening students' religious character and to formulate an operational PjBL framework for IRE. The study employed an integrative literature review with a qualitative descriptive approach. Eighteen relevant journal articles published between 2021 and 2024 were purposively selected based on their focus on PjBL, Islamic Religious Education, character education, religious values, or closely related affective outcomes. Data were analyzed through coding, thematic comparison, and interpretive synthesis. The findings indicate that PjBL can strengthen religious character when projects are authentic, value-oriented, collaborative, supported by teacher facilitation and modelling, and completed with structured reflection. The most recurrent dimensions include responsibility, honesty, cooperation, social care, tolerance, respectful behaviour, and religious attitudes. The synthesis proposes a six-stage model: value-oriented essential questions, project planning, collaborative action, monitoring and spiritual mentoring, public presentation, and value reflection. PjBL in IRE therefore needs to connect Islamic knowledge with repeated moral-spiritual experiences rather than focus only on project products.]]>
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