<![CDATA[Developing active and meaningful learning is one of the important programs aimed at improving students’ creativity, cooperation, and activeness in the learning process. In Hindu Religious Education learning, there are still students who are less active and have not been optimal in understanding learning materials contextually. The implementation of the Project Based Learning (PjBL) model in Hindu Religious Education learning at vocational high schools still faces several obstacles, both from students’ readiness and limited learning facilities. In this study, the researcher raised 3 (three) research focuses, namely: 1) The implementation of the Project Based Learning (PjBL) model in Hindu Religious Education learning in class X Culinary 2 at SMK Negeri 4 Bangli; 2) The obstacles faced by teachers in implementing the Project Based Learning (PjBL) model; and 3) Teachers’ effants in overcoming obstacles in implementing the Project Based Learning (PjBL) model. The researcher used 3 (three) theories in analyzing this study, namely: 1) Constructivism Theory; 2) Behavioristic Theory; and 3) Needs Theory. This study used a descriptive qualitative research type with an empirical approach. In collecting data, the researcher used 4 (four) techniques, namely: 1) Non-participant observation; 2) Semi-structured interviews; 3) Literature study; and 4) Documentation obtained from school archives and photographs of research activities at SMK Negeri 4 Bangli. The results of the study showed that the implementation of the Project Based Learning (PjBL) model was able to improve students’ activeness, creativity, cooperation, and responsibility in Hindu Religious Education learning.]]>
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