At-Ta‘līm al-Qā’im ‘alā al-Masyārī‘: Istikhdāmuhu wa Khaṣā’iṣuhu fī Māddah al-Insyā’ al-Muṭawwarah

التعليم القائم على المشاريع: استخدامه وخصائصه في مادة الإنشاء المطورة

Abstract

Composition serves as a fundamental component of Arabic writing skills, necessitating effective instructional strategies to foster student engagement. Despite the implementation of the Merdeka Curriculum, which introduces modern pedagogical frameworks, composition instruction at the State Islamic University Prof. K.H. Saifuddin Zuhri Purwokerto continues to face significant challenges, including low student participation, a lack of creative teaching materials, and the absence of a dedicated reference textbook. This study aims to develop a project-based learning (PBL) textbook tailored for undergraduate students in the Arabic Language Education Department to address these needs and enhance their writing proficiency. Furthermore, the research identifies the psychological, cultural, and linguistic characteristics of the developed material and evaluates its effectiveness in improving student learning outcomes. Adopting a qualitative approach through descriptive field research, the study collected and analyzed data without reliance on numerical metrics. The findings indicate that integrating PBL into composition instruction is highly significant, as it provides a structured, practice-oriented framework that aligns perfectly with the skill-based nature of the course. The pedagogical characteristics of this model involve organizing the curriculum around practical projects and exercises that correlate with academic standards, followed by a systematic assessment of student project outputs. This study concludes that the PBL-based textbook serves as an effective tool for improving writing quality and achieving desired educational objectives.