INOVASI MANEJEMEN MUTU PEMBELAJARAN PAI MELALUI ROJECT-BASED LEARNING BERBASIS NILAI MODERASI BERAGAMA
DOI:
https://doi.org/10.38153/qa0fzw95Keywords:
Islamic Religious Education, Educational Quality Management, Project-Based Learning, Religious Moderation, , Continuous Quality Improvement, IQ-PBLMAbstract
The rapid transformation of education in the digital era, accompanied by the implementation of Indonesia's Independent Curriculum, has increased the demand for innovative learning management capable of integrating academic achievement, twenty-first-century competencies, and character development. However, previous studies have generally examined educational quality management, Project-Based Learning (PjBL), and religious moderation as separate domains, leaving a significant conceptual gap in the development of an integrated learning quality management framework for Islamic Religious Education (IRE). This study aims to develop the Integrated Quality Project-Based Learning for Moderation (IQ-PBLM) model as a conceptual framework for strengthening the quality of IRE through project-based learning grounded in religious moderation values. The study employed a qualitative conceptual paper approach using a Narrative Literature Review (NLR) supported by Systematic Literature Mapping (SLM) to synthesize relevant theories, identify research trends, and analyze existing research gaps. The findings indicate that educational quality management research primarily emphasizes institutional governance, PjBL studies focus on learning effectiveness and twenty-first-century skills, while religious moderation research mainly addresses character education. These findings reveal the absence of a comprehensive model integrating the three dimensions within a continuous quality improvement framework. Accordingly, this article proposes the IQ-PBLM model, comprising Quality Planning, Project-Based Learning Implementation, Religious Moderation Internalization, Continuous Quality Evaluation, and Reflective Improvement, operating through the Plan–Do–Check–Act (PDCA) cycle. The proposed model contributes theoretically by extending educational quality management toward learning process quality and practically by providing a systematic framework for implementing contextual, collaborative, and character-oriented Islamic Religious Education aligned with sustainable educational quality improvement.
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