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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 discusses the education system in France with a focus on the development and challenges of Islamic religious education in the developed country. The study was conducted through a review of the history, geography, and applicable educational policies, so as to be able to describe how the education system in France integrates cultural aspects and historical values in learning practices. One of the main concerns of this study is efforts to improve teachers' competence in teaching Islamic religious subjects, even though religion is not explicitly taught in the national curriculum. The results of the study show that Muslims in France obtain religious education through private institutions and Islamic organizations that act as an alternative to formal education. The challenges faced include the limitations of teacher training and the negative perception of Islam by the public. These findings confirm that Islamic religious education in France flourished in a limited space, yet still contributed to the needs of Muslim communities. This research is expected to be a reference for other countries that face similar challenges in developing religious education, especially in the context of cultural integration, education policies, and strengthening the capacity of educators.

This study assesses the effectiveness of teacher training programs aimed at supporting the implementation of Indonesia's national curriculum reforms in secondary education. Using a mixed-methods approach, the research evaluates teacher perceptions, classroom practices, and student outcomes in schools across different provinces. Results indicate that well-structured training significantly enhances teacher confidence and curriculum delivery, although challenges in program consistency and support mechanisms remain. Policy implications emphasize the need for continuous professional development and localized support to improve curriculum implementation.

Computer-based test (CBT) is one of evaluation ways to develop the current curriculum because it deals with the demand of ICT development which students have to be able to gain their knowledge by using the advanced of technology. Besides, the current curriculum is intended to provide learners with a broad range of learning experiences in order to help them develop better attitudes, abilities, and knowledge. It is also the most important factor that helps learners become more capable and effective as citizens of the world.  Thus, this study aims at investigating teachers’ and students’ perceptions on applying CBT toward the implementation of curriculum used in SMKN 11 Bandung. Descriptive qualitative design was employed using a 20-item Likert-scale questionnaire and an interview guideline as the research instruments. The findings showed that teachers and students agreed that the assessment for the final test applying CBT in their school already implemented the current curriculum and it could be used to evaluate the learning condition in the school. Meanwhile, in conclusion, teachers mostly agreed that the questions written on CBT were already appropriate with their teaching during the learning process.