IMPLEMENTATION OF PROJECT-BASED LEARNING TO IMPROVE SEVENTH-GRADE STUDENTS’ LEARNING INDEPENDENCE AT MTSN 1 MADIUN

Abstract

This study addresses the need for effective instructional strategies that promote active participation and learning independence in Fiqh education. It aims to examine the implementation of Project-Based Learning by Fiqh teachers, its impact on students’ learning independence, and the supporting and inhibiting factors at MTs Negeri 1 Madiun. Employing a qualitative descriptive approach with a case study design, the study collected data through observation, in-depth interviews, and documentation involving Fiqh teachers, the Vice Principal for Curriculum, and students. Data were analyzed through data reduction, data display, and conclusion drawing, while source and technique triangulation ensured data credibility. The findings indicate that Project-Based Learning creates more effective learning by encouraging students to participate actively in the learning process. This implementation contributes to students’ learning independence, reflected in increased learning activity, understanding, and motivation. Adequate learning facilities, parental support, and the surrounding environment further support implementation, although the study primarily identifies these factors as contextual conditions. The findings reinforce the practical relevance of Project-Based Learning as an instructional model for strengthening students’ learning independence in Fiqh education.