Purpose This study examined how integrating surau philosophy literacy into a Project-Based Learning (PjBL) model strengthens students’ self-reflection in Islamic Religious Education (IRE). Design/methodology/approach Using a design-based qualitative case study, the intervention combined collaborative digital projects with reflective practices rooted in Minangkabau values. Data were collected through classroom observations, interviews with 32 students and one teacher and analysis of ten student-produced digital works. Findings The surau-based PjBL encouraged multimedia projects that embodied spirituality, solidarity and ethical awareness. Thematic analysis revealed three outcomes: (1) moral reflection developed through musyawarah (deliberative dialogue); (2) digital storytelling enhanced metacognitive awareness and sincerity and (3) collaboration fostered ethical responsibility and digital literacy. Originality/value Thus, integrating surau values into digital PjBL offers a culturally grounded pedagogy that unites local wisdom with 21st-century learning goals, cultivating reflective, ethical and digitally competent learners in Islamic education.
Muliati et al. (Wed,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: