Blended Project-Based Learning In Islamic Religious Education: Enhancing Digital Literacy For 21st Century Skills

Abstract

ABSTRACT

The integration of digital technology into education is a crucial demand of the 21st century, including in Islamic Religious Education (IRE). Blended Project-Based Learning (BPjBL) is considered relevant as it combines collaborative project-based learning with the use of digital platforms. This study aims to describe the design and implementation of BPjBL in senior high schools and to examine its contribution to students’ digital literacy skills. A mixed-methods design with concurrent triangulation was employed. Quantitative data were collected through a survey of 226 students, while qualitative data were obtained through classroom observations, interviews, and document analysis. The findings reveal that: (1) teachers design IRE learning by integrating both digital and non-digital resources and media to complete collaborative projects; (2) students implement BPjBL in a structured manner with guidance from IRE teachers, progressing through the stages of planning (77% achievement), implementation (83%), and publication (70%); and (3) BPjBL has a significant positive effect (71.2%) on students’ digital literacy. Students demonstrated the ability to access and evaluate information from diverse sources, use digital applications to create products, and disseminate Islamic messages through platforms such as TikTok and YouTube. These findings indicate that BPjBL is effective not only in delivering religious content but also in strengthening students’ digital literacy. The study concludes that BPjBL functions as a transformative model for IRE learning by integrating religious values with essential 21st-century digital competencies.