Situated Project-Based Learning in Islamic Religious Education: A Case Study of Knowledge Construction and Social Interaction in Fiqh Learning at Madrasah Tsanawiyah

Abstract

This study investigates the implementation of Situated Project-Based Learning (PjBL) in Islamic Religious Education, focusing on Fiqh instruction at Madrasah Tsanawiyah Al-Khoirot. The study aims to examine how Project-Based Learning functions as a situated pedagogy in fostering knowledge construction and social interaction through authentic religious practices. Adopting a qualitative research design with a case study approach, data were collected through classroom observations, semi-structured interviews with teachers and students, and analysis of students’ project artifacts. The learning project involved the practical application of thaharah and shalat under emergency conditions, including limited water availability and travel situations. The findings reveal three interconnected themes. First, knowledge construction was facilitated as students actively interpreted fiqh concepts by linking normative texts with contextual problem-solving. Second, social interaction emerged through collaborative discussion, peer negotiation, and collective reflection, enabling shared meaning-making. Third, situated learning was evident as students enacted religious practices within realistic scenarios, enhancing relevance and authenticity. These findings indicate that Situated PjBL offers a pedagogically meaningful framework for transforming Fiqh learning into a contextual, interactive, and practice-oriented learning experience in Madrasah Tsanawiyah settings.