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Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

This research aims to analyze bibliometric data using the supporting application Publish or Perish and mapping tools in VOSviewer with data in RIS format. The method used is descriptive quantitative to examine how Project-Based Learning can enhance creativity skills in entrepreneurship. From the search results, 200 journals were found from the years 2015-2024, which were then grouped into three categories based on their publication year. After categorizing the journal data, the most published articles were in 2022, indicating an opportunity for further research on the theme of entrepreneurial creativity. Entrepreneurial creativity can be possessed by students and can be developed through education. Entrepreneurship education is crucial to fostering creativity, innovation, and entrepreneurship, and provides information to those who wish to establish small-scale businesses. Entrepreneurship education can turn an individual into an entrepreneur and positively influence entrepreneurial attitudes and innovation. Entrepreneurship education not only imparts practical knowledge on how to start and manage a business but also plays a vital role in developing an entrepreneurial mindset, attitude, and skills such as perseverance, resilience to failure, and the desire to learn and grow. Project-based learning models can be used to enhance entrepreneurial motivation, as students not only understand the ideas but can also explain the importance of the knowledge and skills acquired.

This study examines the implementation of Project Based Learning (PjBL) in enhancing students’ understanding of moral values in Islamic Religious Education at the tenth grade of MA Yapina. The research is motivated by the urgent need to strengthen character education through learning experiences that are meaningful, contextual, and aligned with the challenges of contemporary moral degradation. Using a descriptive qualitative approach, this study analyzes learning activities, instructional documents, and students’ project outputs to explore how PjBL shapes their comprehension of akhlak as both knowledge and practiced behavior. Findings indicate that PjBL encourages active participation, collaboration, creativity, and reflective thinking, enabling students to interpret moral values through real-life situations and group-based problem solving. Projects assigned to students, such as posters, videos, and thematic presentations, foster deeper understanding because they require the integration of moral concepts into practical tasks. The role of the teacher as a facilitator further supports the learning process by guiding students in inquiry and project management. Despite challenges such as variation in student discipline and time constraints, the overall implementation of PjBL demonstrates positive effects on students’ cognitive and affective grasp of moral values. This study underscores the relevance of PjBL as an innovative pedagogical model for Islamic Religious Education and highlights its potential for strengthening character formation in madrasah settings. It also suggests the need for further research involving direct classroom observations and interviews to enrich empirical evidence on the long-term impact of PjBL on student character development.

This study aims to determine the feasibility, practicality, and effectiveness of Electronic LKPD Supporting on PjBL on  in improving creative thinking skills and environmental literacy of students at SMAN 1 Tarakan. This type of research is research and development (Research and Development) with the ADDIE model (analyze, design, development, implement, evaluate). The analyze stage includes initial analysis, competency analysis, constructional analysis, and content analysis. The design stage includes compiling an electronic LKPD outline and designing learning content in the LKPD. The development stage includes developing data collection instruments. The data collection instruments in this study were a feasibility sheet for expert lecturers, a practicality sheet for biology teachers, a student readability sheet, and pretest and posttest questions for creative thinking skills and environmental literacy. This instrument was developed based on the review of the supervisor, assessment of expert lecturers, biology teachers, and trials on students. The implement stage includes the application of electronic LKPD that has been developed on class X students of SMAN 1 Tarakan. The experimental design used is the pretest-posttest control group design. The evaluate stage includes the form of evaluation carried out at each stage of ADDIE. The data analysis technique uses the manova test. The results of the study show: (1) The electronic LKPD supporting PjBL that was developed meets the criteria of being very valid for use in learning activities with an average value according to media experts of 3.55, material experts of 3.89 and learning experts of 3.96. (2) Practicality with a very practical category for use based on the results of student and teacher responses. (3) Effectiveness based on the Multivariate Analysis of Variance test with a significance level of 5% shows that there is an influence on students' creative thinking skills and environmental literacy after treatment using electronic LKPD supporting PjBL.

This study aims to examine the process and improvement of reading comprehension skills among slow learner students in Grade VII at SMP Negeri 2 Karangan through the use of interactive animation video media based on the Project Based Learning (PjBL) model. Employing the Classroom Action Research (CAR) method following the Kemmis and McTaggart model, the study was conducted in two cycles with six slow learner students as research subjects. The observation results indicated an improvement from 89.58% in Cycle I to 100% in Cycle II. The average reading comprehension score increased from 65 to 83, with the percentage of students achieving the minimum mastery criteria rising from 67.85% to 89.28% with a difference of 18 points increase. These findings demonstrate that interactive animation video media based on PjBL effectively enhances both student engagement and learning outcomes, particularly in understanding English texts. This success was supported by the active role of the teacher in adapting the PjBL syntax to meet the specific needs of the slow learner students.

This research aims to develop a mathematics teaching module based on differentiated learning integrated with the Project-Based Learning (PjBL) method, specifically for the topic of spatial structures ("get up room") for students at Nanasi 1 Elementary School. The development process follows the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. In the Define stage, analysis revealed the absence of instructional modules that align with students' learning styles and needs. Consequently, learning objectives were formulated based on geometric elements and problem-solving criteria. During the Design stage, a prototype module and validation instruments were produced. Validation was conducted by two experts, yielding high scores for both content and visual presentation—each achieving 90% validity. Practicality assessments also showed strong results, with content rated at 90.8% and visual aspects at 90%, categorizing the module as “very valid” and “very practical.” The integration of the PjBL method was implemented to enhance active student participation, encouraging collaborative exploration and real-world application of mathematical concepts. The developed module is considered suitable for supporting differentiated mathematics instruction in elementary schools. It accommodates diverse learning styles and promotes student engagement through project-based tasks. The findings suggest that combining differentiated learning with PjBL fosters a more inclusive and effective learning environment, particularly in geometry-related topics. This module not only meets pedagogical standards but also contributes to the advancement of innovative teaching practices in primary education.

This study aims to describe the implementation of Merdeka Belajar Curriculum through Amantyajana art performance activities as project-based learning at Presidential High School. Using a qualitative descriptive approach, this study examines in depth the process of planning, implementing, and evaluating art activities developed collaboratively between teachers, students, and school parties. The results show that this art performance is not only a forum for students' artistic expression, but also a medium for character building, strengthening mutual cooperation values, and cross-subject integration in accordance with the Pancasila Student Profile. Amantyajana activities are designed thematically and contextually, involving students in all stages of production, from theme exploration, rehearsals, to public performances. Despite facing obstacles such as limited time, human resources, and infrastructure, this activity is still able to encourage meaningful, creative, and adaptive learning. Evaluation is conducted holistically through process assessment, performance, and student engagement in teamwork. The art performance proved to be a superior practice in actualizing the Merdeka Curriculum, which focuses on the meaningfulness of learning, active student participation, and cross-disciplinary collaboration.

Project-Based Learning (PjBL) model is an approach that focuses on the active involvement of students in the learning process through real projects. This study aims to optimize the implementation of the PjBL model in improving the skills of Vocational High School (SMK) students, both in terms of technical skills (hard skills) and non-technical skills (soft skills). The research method used is a qualitative approach with case studies in several vocational schools. Data were collected through observation, interviews with teachers and students, and analysis of learning documents. The results of the study indicate that optimal implementation of PjBL can improve students' understanding of concepts, problem-solving skills, and collaboration and communication skills. In addition, challenges in implementing PjBL include limited facilities, teacher readiness, and the need for industry support in project development. Therefore, synergy between schools, industry, and government is needed to increase the effectiveness of PjBL in equipping students with skills relevant to the world of work.  

The development of information technology is a challenge, so we are required to be able to adapt to improve our capabilities in the field of technology. The problem in orphanages is the lack of facilities, funds and volunteers to help improve skills. The aim of this service is to help orphanage children gain skills that can be used in the future. The training method used is lecture and direct practice. The children participating in the training welcomed this training activity happily, seen from the response when the training team carried out direct exposure and practice

This community service activityto aims to implement the Computer Applications course to enhance information technology literacy among the children of Hidayatullah Orphanage in Palembang. The program comprehensively introduces both hardware and software components of computers. Furthermore, the activities focus on knowledge transfer through interactive education to ensure participants acquire a solid understanding of technology and its effective utilization. The strategy employed to impart knowledge on computer applications includes socialization and hands-on practice with computer devices and relevant applications for the children at the orphanage. Through this initiative, the children, particularly students, gain valuable opportunities to build a strong foundation in digital skills, equipping them to navigate the rapid advancements of information technology in the modern era.

This Community Service activity aims to introduce Information and Communication Technology (ICT) and apply it to Project-Based Learning (PjBL) in English courses for students of the Public Health Study Program at STIK Bina Husada Palembang. The focus of this training is on the use of ICT in this case the Canva and Google Translate applications. The methods used include lectures, discussions and practices, with the ultimate goal that students can produce technology-based projects in the form of educational posters in English. The results of the study showed a significant increase in ICT skills, self-confidence, and the ability to communicate using English. Students also showed good collaboration in groups, and were better prepared to face the challenges of the world of work that increasingly utilizes technology and cross-cultural communication, especially in the public health sector. This Community Service activity concluded that the integration of ICT and English in project-based learning can strengthen student competencies and prepare them to contribute effectively to the completion of students' English projects.

This study aims to describe the effect of the Project Based Learning model on the ability to write folk tales among fifth-grade elementary school students. The method used is a quasi-experimental design with a nonequivalent control group design. The subjects of this study were fifth-grade students of SD Negeri 06 Ladang Padi. The sample consisted of two classes: class VA as the experimental group and class VB as the control group. The experimental class implemented the Project Based Learning model, while the control class used a text-based teaching method. The students' ability to write folk tales was measured through a pretest and posttest administered to both groups using the same question, consisting of one item. The statistical data analyzed included normality tests, homogeneity tests, and hypothesis testing, processed using SPSS 23 software. The results showed that the hypothesis test produced a significance value of 0.00 < 0.05, indicating that Ha was accepted and Ho was rejected.The influence of the Project Based Learning model can be seen in the significant improvement in the experimental class. The improvement in students' ability to write folk tales was evidenced by the difference in the average posttest scores between the experimental and control classes. The experimental class achieved an average posttest score of 80.13, while the control class scored 60.12 on average. These findings demonstrate that the implementation of the Project Based Learning model significantly affects the ability to write folk tales among fifth-grade students at SD Negeri 06 Ladang Padi.

The issue of plastic waste in Indonesia has reached a critical level, with an annual production of 64 million tons. To address this challenge, an educational approach that integrates practical and meaningful aspects, especially for the younger generation, is necessary. This study implements Project-Based Learning (PjBL) with an upcycling approach to enhance students' environmental awareness, creativity, and entrepreneurial spirit. The methods used include socialization and hands-on practice, where students are encouraged to create economically valuable products from plastic and paper waste. This activity involved 36 teenagers divided into groups to produce upcycled products such as plant pots and pencil holders. The results of this project indicate an increase in students' awareness and skills in waste management, as well as the creation of upcycled products with market value. This study further confirms that project-based learning can positively impact environmental and entrepreneurial education in schools, aligning with the goal of nurturing a generation that is both environmentally conscious and economically self-sufficient.

This study is motivated by the students' poetry writing skills are often hampered due to lack of focus, difficulty expressing feelings due to uncomfortable situations, low interest in writing, less time, and less optimal use of a variety of learning models and media so that the results obtained by students are less than optimal. Therefore, it is necessary to apply other innovative models and media that are more supportive. So that in this study has a formulation of the problem of how the application of the Project Based Learning model assisted by Wattpad media in writing poetry material for class VIII students of SMPN 25 Semarang in the 2023/2024 academic year. The data collection method of this research is descriptive qualitative. With the subject of class VIII C totaling 33 students. The data collection techniques used in this study were test and non-test techniques. The test technique was carried out by giving a test on writing poetry text through the specified learning media, while the non-test technique was carried out by observation, student questionnaires, interviews, and documentation. So that the application of the Project Based Learning Model assisted by Wattpad Media can be applied with the results of good poetry text work products in learning the material of writing poetry texts on Class VIII Students of SMPN 25 Semarang Academic Year 2023/2024.

21st century teachers are required to be professional, required to have a combination of 4 main skills, namely: academic, professional and social skills to educate and teach students effectively and efficiently. Increasing teacher academic competence is very important in supporting students' preparation for the 21st century generation, in addition to other competencies. Academic competency includes mastery of material and how to convey that material effectively and efficiently. This Community Service Activity (PKM) aims to improve teacher academic competence through training and mentoring activities with Project Based Learning (PJBL) and Problem Based Learning (PBL) learning models. The PKM method used is a service learning process. Participants in PKM activities are teachers from SMAN 1 Purwosari, Pasuruan Regency. Data was collected using techniques: observation, interviews, tests and questionnaires. The results of PKM activities show an increase in teacher academic competence regarding 2 learning models (PJBL and PBL). The teacher's response after participating in PKM activities was very good and positive and they even recommended similar activities in 2025.

This research is driven by the principles of Project Based Learning (PJBL). PJBL is an educational approach that utilizes real-world problems as the starting point for integrating new knowledge. The research question posed is whether the PJBL method affects motivation and interest in learning English among eleventh-grade students at SMAN 1 Karangrejo. The objective is to examine the impact of PJBL on motivation and interest in English learning at this school. This study employs a quantitative approach, specifically a non-experimental quasi-regression design, with data collection conducted via a questionnaire using purposive sampling. Data analysis involves descriptive statistics to determine mean values, followed by testing for normality assumptions. If the data meets normality criteria, Pearson correlation analysis is used to examine relationships between variables (X and Y1, X and Y2). Additionally, simple linear regression tests the effects of variables Y1 and Y2 on X. The findings indicate that implementing PJBL in English language education for eleventh-grade students is expected to enhance both motivation and interest in learning at SMAN 1 Karangrejo.

This study discusses the learning approach in the independent curriculum applied in Islamic Religious Education (PAI) learning as stated in the Decree of the Director General of Islamic Education Number 3211 of 2022 concerning the Learning Achievements of Islamic Religious Education and Arabic Language in the Independent Curriculum in Madrasahs and in the Islamic Religious Education and Character Education Teacher Guidebook for Senior High Schools/Vocational High Schools Class X. This study aims to provide a comprehensive analysis of various approaches in PAI learning that are in accordance with the Independent Curriculum in Indonesia. A qualitative analysis approach was implemented, which involved extensive library research conducted to review existing literature related to learning approaches and PAI subject in the Independent Curriculum. The data used are secondary data from various existing scientific literature. The results of the study indicate that the learning approaches applied are Student-Centered Learning, Inquiry and Discovery Learning, Problem Based Learning, Project Based Learning and Collaborative Learning

This research is a conceptual study of the implementation of the Project Based Learning learning model as an effort to grow the character of students according to the 6 dimensions of the Pancasila Student Profile in the independent curriculum. The Project Based Learning learning model is one of the learning models that can foster Pancasila values in students. By using qualitative descriptive methods through library research, this study aims to find out how the implementation of the Project Based Learning learning model as an effort to grow the character of students according to the 6 dimensions of the Pancasila Student Profile in the independent curriculum. The results of this study show that the Project Based Learning learning model is a strategy that is in accordance with the values contained in the Pancasila Student Profile.

The aim of this research is to find out how this curriculum is implemented, in Indonesian language lessons in class VII MTs Negeri 3 Subang, how the independent curriculum is implemented. This research was conducted qualitatively and data was collected through observation, interviews and questionnaires. The research results show that the Project Based Learning (PBL) approach, formative evaluation and literacy improvement for students, are all used to adopt the independent curriculum. The implementation of this curriculum has resulted in increased student independence and the development of soft skills. Overall, the Merdeka Curriculum at MTs Negeri 3 Subang supports student independence, facilitates critical learning, and develops Pancasila character. The obstacles faced require further attention to increase the effectiveness of curriculum implementation, although there are obstacles related to the availability of books and teacher understanding. The effectiveness of the curriculum is assessed through student self-evaluation and teacher observation. Limited resources and teachers' understanding of the curriculum are some of the obstacles. This research provides insight into the difficulties and opportunities of an independent curriculum to improve the quality of education at the secondary level.

Penelitian ini bertujuan untuk mengetahui penggunaan Model Project Based Learning berpengaruh untuk dapat meningkatkan hasil belajar PAI materi iman kepada malaikat kelas III di SDN BANYUANYAR 01. Penelitian ini dilakukan guna untuk meningkatkan hasil belajar PAI siswa kelas III di SDN BANYUANYAR 01 dengan menggunakan Model Project Based Learning. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian ini dilaksanakan secara 2 siklus . peneliti menggunakan desain penelitian model Kurt Lewin . desain penelitian ini mempunyai 4 aspek yaitu : a). Perencanaan/Planning b). Tindakan/acting c). Pengamatan/Observing d). refleksi/Reflecting . Pelaksanaan Penelitian Tindakan Kelas (PTK) ini dilaksanakan di SDN BANYUANYAR 01. Peneliti mengambil penelitian di kelas III pada mata pelajaran PAI SD. Sekolah ini terletak di JL. Mutiara, Kec. Sampang, Kabupaten Sampang, Provinsi Jawa Timur. Siswa kelas III berjumlah sebanyak 15 siswa. Terdiri dari 8 siswi perempuan dan 7 siswa laki-laki. Pada penelitian ini diperoleh hasil belajar siswa  kelas  III pada materi  Iman  kepada malaikat setelah diterapkannya model pjbl telah mengalami peningkatan. Jika   pada   pra   siklus   rata-rata   nilai   siswa   hanya   mendapatkan   nilai 72,4 (Cukup), maka pada siklus I telah meningkat menjadi 74.8 (Cukup), lalu ditingkatkan lagi untuk mencapai indikator kinerja menjadikan rata-rata nilai siswa  pada  siklus  II menjadi  88,6 ( Baik). dengan demikian, hasil yang diperoleh telah mencapai keberhasilan. dan diharapkan setelah adanya penelitian ini guru dapat menerapkan Model Project based learning pada pelajaran PAI materi Iman Kepada malaikat agar dapat menarik minat siswa serta dapat mengembangkannya menjadi pelajaran yang membuat siswa aktif dalam pembelajaran.