INTEGRATION OF PROJECT-BASED LEARNING (PJBL) MODELS IN DEEP LEARNING AT IMAM SYAFI'I ISLAMIC ELEMENTARY SCHOOL

Abstract

This study aims to analyze in depth the integration of the Project-Based Learning (PjBL) model in strengthening deep learning in elementary schools. This study uses a qualitative approach with a case study conducted at SD Islam Imam Syafi'i, with informants consisting of the principal, teachers, and students. Research data were collected through participatory observation during the project learning process, in-depth interviews to explore the perceptions and experiences of informants, and analysis of learning documents. Data validity techniques were carried out through source triangulation and techniques to ensure the validity of the research results. Data analysis referred to the Miles, Huberman, and Saldaña model, which includes the processes of data reduction, data presentation, and conclusion drawing. The results showed that the integration of PjBL effectively improved students' conceptual understanding, creativity, and active engagement in the deep learning process. Teachers acted as facilitators who guided students' exploration, reflection, and collaboration in completing projects. These findings confirm that the application of PjBL is able to instill deep learning values such as critical thinking, reflection, and independent learning that are relevant to the demands of the Merdeka Curriculum. It is recommended that schools provide sustainable policy support and integrate PjBL by maximizing digital technology to expand meaningful learning practices.