Innovation in Islamic Education Learning Based on Religious Moderation in Strengthening Student Character

Abstract

This study aims to formulate an innovative Project-Based Learning (PjBL) model based on Islamic values ​​to improve students' critical thinking skills in Islamic Education. The background of this study is the low HOTS skills of students in Islamic Religious Education learning, as reflected in the PISA 2022 report and the still-dominant lecture method in learning practices. The research method used is a literature review (library research) with a qualitative approach, analyzing relevant scientific journals, books, theses, and official reports. The analysis process is carried out throughcontent analysis, synthesizes findings related to the effectiveness of PjBL, critical thinking indicators, and the integration of Islamic values ​​in learning. The results of the study indicate that PjBL based on Islamic values ​​has five main stages: (1) identification of contextual problems, (2) exploration of arguments and literature, (3) collaboration and project design, (4) public presentation and argumentation, and (5) spiritual reflection and authentic evaluation. This model integrates cognitive, social, and spiritual dimensions so that students not only develop analytical, evaluation, and synthesis skills, but also internalize moral and religious values. The literature synthesis confirms that the integration of Islamic values ​​in PjBL bridges the gap between theory, Independent Curriculum policy, and learning practices in the field. This study provides theoretical and practical contributions for teachers and curriculum developers, as a guideline for pedagogical innovation in Islamic Education that is contextual, collaborative, and transformative.