Internalizing Moral Values through Project-Based Learning in Islamic Religious Education : A Case Study at SMAN 2 Probolinggo City
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Abstract
This study explores how Project-Based Learning (PjBL) facilitates the internalization of moral values in Islamic Religious Education (PAI) at SMAN 2 Kota Probolinggo. While previous studies have examined PjBL in PAI primarily in relation to learning outcomes, student engagement, and project implementation, less attention has been given to the process through which project-based learning facilitates the internalization of moral values through students’ learning experiences. This study employed a qualitative approach with a descriptive-exploratory design. Data were collected through classroom and project observations, semi-structured interviews with PAI teachers and students, and documentation of teaching modules, student worksheets (LKPD), and project products. Data were analyzed through data reduction, data display, and conclusion drawing and verification, supported by source, method, and theoretical triangulation. The findings show that PjBL is implemented across grades X, XI, and XII through contextual projects, including educational posters, campaign videos, digital da’wah, social activities, and observation reports. More importantly, the findings indicate that moral-value internalization is facilitated through students’ direct involvement in project activities, collaborative interaction, habituation, and reflection, enabling students to connect PAI concepts with concrete practices in their learning and social environments. The process was particularly reflected in the development and practice of responsibility, cooperation, honesty, discipline, social concern, tolerance, and confidence. However, the process remains constrained by limited instructional time, unequal participation in group work, insufficiently structured reflection, and the lack of systematic affective assessment instruments. The study contributes to PAI scholarship by highlighting PjBL not merely as a project-based instructional model but as a learning process that can bridge conceptual understanding and the experiential practice of moral values.
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