Project Based Learning and Islamic Religious Education Learning Outcomes on the Topic of Zakat

Abstract

This study aimed to analyze the difference in learning outcomes between students who received Project Based Learning (PjBL) and those who received conventional instruction on the topic of zakat. The study employed a quantitative approach with a quasi-experimental non-equivalent control group design. The sample consisted of 33 eighth-grade students, including 16 students in the experimental group and 17 students in the control group. Data were collected using a multiple-choice learning achievement test administered before and after the learning intervention. The experimental group received PjBL through group activities and an audiovisual project, whereas the control group received conventional instruction through lectures, question-and-answer sessions, and exercises. Data were analyzed using normality and homogeneity tests, an independent samples t-test, and N-Gain analysis. The results showed no significant difference in the initial abilities of the two groups (t = -1.334, p = .192). After the intervention, a significant difference in learning outcomes was found based on the Welch test (t = -7.705, df = 27.253, p < .001). The experimental group obtained a mean N-Gain of 0.6416 or 64.16%, categorized as moderate, whereas the control group obtained 0.0938 or 9.38%, categorized as low. These findings indicate that students who received PjBL experienced greater improvement in cognitive learning outcomes than students in the control group on the topic of zakat.