Integrating Aswaja Values into Project-Based Learning for Character-Based Indonesian Language Education
Abstract
This study aims to develop and evaluate the effectiveness of the Aswaja Character-Based Project-Based Learning model (PjBL-Aswaja) in Indonesian language instruction at Islamic higher education institutions. The study employed a Research and Development (R&D) approach integrated with a mixed-methods design, consisting of four main stages: preliminary study, model design, expert validation, and field testing. The research participants included six lecturers, thirty students, and two experts in language education and Aswaja character development. The research instruments comprised validation sheets, questionnaires, observation guidelines, interview protocols, and learning outcome tests. The data were analyzed qualitatively using descriptive and interactive techniques and quantitatively using a paired-sample t-test. The results indicate that the PjBL-Aswaja model demonstrated a high level of validity (mean = 3.87), a high level of practicality (mean = 3.48), and effectiveness in improving students’ learning outcomes, as shown by a significant difference between pretest and posttest scores (t = 8.214; p < 0.05). Beyond academic improvement, the model also strengthened Aswaja character values, including tawasuth (moderation), tasamuh (tolerance), and tawazun (balance), through collaborative and reflective learning activities. The study contributes theoretically by integrating constructivist learning principles with Islamic value-based education into a unified framework. Practically, it offers an applicable instructional model for character-based Indonesian language education in Islamic higher education contexts.
Keywords: Project-based learning; Aswaja integration; Character education; Indonesian language learning; Islamic higher education.
Full Text:
PDFReferences
M. Walid and L. Q. Uyun, “Managing School Culture on Excellent Elementary School in East Java Indonesia,” Al Ibtida J. Pendidik. Guru MI, vol. 7, no. 1, p. 100, 2020, doi: 10.24235/al.ibtida.snj.v7i1.6322.
S. Al Asadullah and Nurhalin, “Peran Pendidikan Karakter dalam Membentuk Kemampuan Berfikir Kritis Generasi Muda Indonesia,” J. Pendidik. dan Pembelajaran, vol. 1, no. 1, pp. 12–24, 2021.
S. Susilawati et al., “Educational Technology-Based Strategies for The Internationalization of Islamic Higher Education in Indonesia and Brunei Darussalam,” Nazhruna J. Pendidik. Islam, vol. 8, no. 2, pp. 414–431, 2025, doi: 10.31538/nzh.v8i2.63.
Z. Arifin, I. M. Tegeh, and A. I. W. I. Yuda Sukmana, “Independent Learning through Interactive Multimedia Based on Problem Based Learning,” J. Edutech Undiksha, vol. 9, no. 2, p. 244, 2021, doi: 10.23887/jeu.v9i2.41292.
M. A. Al Fikri, “Pembentukan Karakter Mahasiswa Melalui Pendidikan Kewarganegaraan,” Equiv. J. Ilm. Sos. Tek., vol. 4, no. 2, pp. 150–162, 2022, doi: 10.59261/jequi.v4i2.97.
E. Nurdiansyah, Arismunandar, and H. Upu, “Analysis Of The Needs For A Project-Based Learning (PJBL) Model With Aswaja Characteristics In Mathematics Courses For Elementary School Teacher Education Students,” no. 1, pp. 974–992, 2025.
M. Rifa’i, N. Ahid, and N. Ayad, “Aswaja-Based Local Curriculum Management Strategies in Maintaining Islamic Identity in the Globalization Era (A Case Study at MA Ma’arif Pare),” Int. J. Relig. Soc. Community, vol. 3, no. 1, pp. 69–86, 2025, doi: 10.30762/ijoresco.v3i1.3588.
I. R. Journal, “Determinants of Islamic Religious Teachers’ Effectiveness in Moral Development of Public High School Students,” vol. 1, no. 5, pp. 157–175, 2019.
S. A. Mukassyafah, P. A. Azahra, M. H. Santosa, and G. A. Bayu Rewa, “Building Student’S Character Through the Value of Tasamuh in English Language Learning,” HUNAFA J. Stud. Islam., vol. 21, no. 2, pp. 139–152, 2025, doi: 10.24239/jsi.v21i2.801.139-152.
Muhammad Yusuf and Maskuri, “The Integration of Multiculturalism Values in School Management at Mts Favorit Darut Taqwa,” Bull. Pedagog. Res., vol. 5, no. 1, pp. 55–73, 2025, doi: 10.51278/bpr.v5i1.1750.
B. M.Yunus and I. Syu’aib, Menumbuhkan Semangat Belajar Santri Berdasarkan Al-Qur’an. 2025.
M. S. D. Jumari, “INTEGRASI NILAI-NILAI ASWAJA AN-NAHDLIYAH DALAM PENDIDIKAN ISLAM MULTIKULTURAL DI ERA DIGITAL,” vol. 3, pp. 65–73, 2023.
A. Ismunadi, “INTEGRASI NILAI-NILAI AHLUSSUNNAH WAL JAMA’AH DALAM PAI BERWAWASAN KONSERVASI DI PERGURUAN TINGGI,” vol. 4, pp. 35–49, 2024.
M. dan W. K. Siti Rohmaniah, “STRATEGI INTEGRASI NILAI-NILAI ISLAM DALAM KURIKULUM,” vol. 7, no. 01, pp. 72–85, 2025.
B. Indriyana Bahrian, “IMPLEMENTASI KURIKULUM MERDEKA DALAM MENINGKATKAN KEDISIPLINAN SISWA MELALUI KETELADANAN GURU,” J. Pengemb. Profesi Guru Pendidik. Agama Islam, pp. 159–167, 2023.
I. Maisaroh and N. Nurjanah, “Internalisasi Nilai Karakter Moderat Melalui Project Based Learning (Pjbl) Pada Mata,” vol. 10, no. 2, pp. 25–40, 2024.
A. P. Agus Santoso and N. Ahmad, “Model Pendidikan Terpadu Aswaja Nusantara sebagai Inovasi Pendidikan Multikultural untuk Membentuk Generasi Toleran,” NAHNU J. Nahdlatul Ulama Contemp. Islam. Stud., vol. 3, no. 1, pp. 495–510, 2025, doi: 10.63875/nahnu.v3i1.65.
M. P. Hilmi, “ISLAMIC RELIGIOUS EDUCATION TEACHERS’ STRATEGIES IN FORMING STUDENT CHARACTER AT MAARIF NU NASHIRUL HUDA JUNIOR HIGH SCHOOL,” vol. 4, no. 2, pp. 1–10, 2025.
P. Guo, N. Saab, L. S. Post, and W. Admiraal, “A review of project-based learning in higher education : Student outcomes and measures,” Int. J. Educ. Res., vol. 102, no. November 2019, p. 101586, 2020, doi: 10.1016/j.ijer.2020.101586.
L. E. Pradita, M. Ulyan, and R. Sotlikova, “The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context,” vol. 12, no. 1, pp. 475–486, 2024, doi: https://doi.org/10.33394/jollt.v12i1.8976.
R. Novalia, A. Marini, T. Bintoro, and U. Muawanah, “Social Sciences & Humanities Open Project-based learning : For higher education students ’ learning independence,” Soc. Sci. Humanit. Open, vol. 11, no. April, p. 101530, 2025, doi: 10.1016/j.ssaho.2025.101530.
N. Hidayah, A. P. Arum, and A. Apriyansa, “Project-Based Learning ( PjBL ): Advantages , Disadvantages , and Solutions to Vocational Education ( in Pandemic Era ),” 2021, doi: 10.4108/eai.9-9-2021.2313669.
V. V. Vasiliauskienė, J. Butviliene, and T. Butvilas, “Project-based learning : the complexity and challenges in higher education institutions,” vol. 20, no. 2, pp. 7–10, 2023.
I. Ridwan, “Integrating Fiqh al- Bi ’ ah into Project -Based Learning to Enhance Environmental Character in Islamic Higher Education,” vol. 6, no. 4, pp. 1009–1025, 2025, doi: DOI: https://doi.org/10.31538/tijie.v6i4.2238.
K. Kristjánsson, T. Harrison, and A. Peterson, “Reconsidering the ‘ Ten Myths ’ about Character Education,” Br. J. Educ. Stud., vol. 73, no. 1, pp. 49–72, 2025, doi: 10.1080/00071005.2024.2378059.
S. Rahman, H. Som, H. A. Rahman, and D. N. Karim, “A bibliometric analysis on intended and actual turnover in higher education,” no. June 2024, pp. 1–26, 2025, doi: 10.1111/hequ.12564.
Y. Jin, L. Yan, V. Echeverria, D. Gašević, and R. Martinez-maldonado, “Computers and Education : Art ficial Intelligence Generative AI in higher education : A global perspective of institutional adoption policies and guidelines,” Comput. Educ. Artif. Intell., vol. 8, no. December 2024, p. 100348, 2025, doi: 10.1016/j.caeai.2024.100348.
E. Brewis and S. Marginson, “Introduction to the Special Issue : ‘ The public good of higher education : A comparative study ,’” High. Educ., vol. 89, no. 1, pp. 1–27, 2025, doi: 10.1007/s10734-024-01346-3.
J. König et al., “theory and practice Discontinued knowledge growth : on the development of teachers ’ general pedagogical knowledge at the transition from higher education into teaching practice from higher education into teaching practice,” Teach. Teach., vol. 31, no. 5, pp. 781–799, 2025, doi: 10.1080/13540602.2024.2308895.
A. Camacho, “The Expansion of Higher Education in Colombia: Bad Students or Bad Programs?,” vol. 2, no. 4, pp. 156–171, 2024, doi: https://doi.org/10.1093/wber/lhaf006.
A. Zainudin, A. Faqih, and A. Supandi, “Development of a Character Education Model Based on Aswaja An-Nahdliyah Values and Local Wisdom in Islamic Higher Education,” vol. 6, no. 1, pp. 226–244, 2025, doi: https://doi.org/10.31538/tijie.v6i1.1230.
M. Qomar, “Character Education Based on Islamic Local Wisdom : A Case Study of Aswaja Value Internalization in a Madrasah Aliyah,” vol. 14, no. 1, pp. 214–226, 2025, doi: https://doi.org/10.54437/urwatulwutsqo.v14i1.2090.
D. M. Leksana and A. Khusumadewi, “The Integration of Aswaja NU Values and Kohlberg ’ s Theory as the Foundation of Early Childhood Moral Education in Indonesia : A Conceptual Study,” vol. 16, no. 2, 2025, doi: https://doi.org/10.21831/jpka.v16i1.90724.
Idhar, “Islamic Education Based on the Aswaja Understanding in Character Building the Young Generation in the Digital Era,” vol. 2, no. 1, pp. 345–360, 2025, doi: https://doi.org/10.47625/fitrah.v16i2.1183.
B. Aprilia, “Elaboration of Aswaja Character and Profile of Pancasila Students : Bourdieu ’ s Social Practice Analysis,” vol. 9, no. 1, pp. 22–36, 2025, doi: https://doi.org/10.24036/jess.v9i01.
R. F. Abida, “Integrative Aswaja Values at Amanatul Ummah Islamic Boarding School to Cultivate Moderate Muslim Generations,” vol. 3, no. 2, pp. 157–171, 2025, doi: https://doi.org/10.62039/ijiss.v3i2.65.
D. S. Azhari, Z. Afif, M. Kustati, and N. Sepriyanti, “Penelitian Mixed Method Research untuk Disertasi,” Innov. J. Soc. Sci. Res., vol. 3, no. 2, pp. 8010–8025, 2023.
N. laras Agustina, “No Titיליle,” Mix. Methods, pp. 152–156, 2019.
N. Khoiriyyah and H. T. Adri, “Konsistensi Minat Belajar Siswa Pada Pembelajaran Tematik Saat Pandemi Melalui Mix Metode,” J. Ilmu Kependidikan, vol. Vol. 1 No., 2024, [Online]. Available: https://didaktikglobal.web.id/index.php/adri
A. Tashakkori and J. W. Creswell, “The New Era of Mixed Methods,” J. Mix. Methods Res., vol. 1, no. 1, pp. 3–7, 2007, doi: 10.1177/2345678906293042.
Refbacks
- There are currently no refbacks.
