Project-Based Learning as Transformative Practice: Restructuring Classroom Social Relations at MI Ma'arif Banteran
DOI:
https://doi.org/10.53639/ijsse.v4i2.161Keywords:
Project-Based Learning, Classroom Social Relations, Student Agency, Digital Learning, Madrasah IbtidaiyahAbstract
This article examines Project-Based Learning (PjBL) as a transformative practice that restructures classroom social relations at MI Ma'arif Banteran. The study addresses the persistence of teacher-centered instruction and the challenge of integrating digital learning in a resource-constrained madrasah. Using a descriptive qualitative case-study design, data were collected through classroom observation, semi-structured interviews with the madrasah head, classroom teacher, and students, and analysis of curriculum documents, teaching modules, rubrics, and student products. The findings show that PjBL in Indonesian Language, Mathematics, and Fine Arts redistributed classroom authority by positioning students as active producers of knowledge. It increased engagement, creativity, and autonomy, although initial student disorientation and unequal digital access created operational friction. The madrasah managed these constraints through heterogeneous peer tutoring and an offline-first workflow. The study contributes a contextual model of PjBL as social reorganization, not merely instructional variation.
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