Integration of Islamic Religious Education through Project-Based Learning in a Baking Class

Abstract

Islamic Religious Education (IRE) requires authentic learning experiences that enable students not only to understand Islamic values conceptually but also to practice them through real-life activities. This study aims to analyze the learning process in baking classes, the implementation of Project-Based Learning (PjBL), and its integration with Islamic Religious Education values. A descriptive qualitative approach was employed in baking classes conducted at Onty Cake, Bakery and Resto, Pekalongan. Data were collected through six observations, semi-structured interviews with eight students, four accompanying teachers, and two mentors, as well as documentation. Data credibility was strengthened through source and method triangulation, member checking, and persistent observation. The findings show that baking classes involve instruction, preparation, product creation, guidance, group work, product completion, and evaluation, reflecting key characteristics of PjBL. Students’ levels of involvement were adjusted according to their ages and abilities through varying levels of activity complexity. Each project stage also provided opportunities to introduce, habituate, and practice Islamic values, including prayer, cleanliness (thahārah), the use of halālan ṭayyiban ingredients, responsibility (amānah), cooperation (ta’āwun), discipline, and gratitude. The findings demonstrate that PjBL and Islamic Religious Education can be integrated through authentic activities beyond formal classrooms by positioning project completion as a space for experiencing Islamic values. However, the evidence indicates value habituation and practice rather than deep and lasting internalization. Thus, baking classes provide a contextual, student-centered approach integrating cognitive, affective, and psychomotor dimensions of Islamic Religious Education.