The Effectiveness of the Project-Based Learning Model in Improving Critical Thinking Skills in Islamic Religious Education Subjects

Abstract

Improving critical thinking skills is a major requirement in 21st-century learning, including in Islamic Religious Education (PAI) subjects that not only emphasize cognitive aspects, but also values ​​and character. This study aims to analyze the application and effectiveness of the Project-Based Learning (PjBL) model in improving students' critical thinking skills in PAI learning. The research method uses a quantitative approach with a quasi-experimental design (nonequivalent control group design), involving an experimental class and a control class. Data collection techniques were carried out through critical thinking tests (pre-test and post-test), observations, and questionnaires, which were analyzed using statistical tests (t-test) and N-Gain calculations. The results showed that the application of the PjBL model significantly improved students' critical thinking skills, marked by an increase in post-test scores and a higher N-Gain category in the experimental class compared to the control class, as well as increased student activity and involvement in the learning process. In conclusion, the Project-Based Learning model is effective in improving students' critical thinking skills in PAI subjects and is able to create more active, contextual, and meaningful learning.