Optimizing Project-Based Learning and Formative Assessment in Islamic Religious Education to Foster Elementary School Students' Intrinsic Motivation under the Merdeka Curriculum

Abstract

This study aims to identify the gap between the current implementation of Islamic Religious Education (PAI) learning and the learning objectives outlined in the Merdeka Curriculum at SD Intensif Al-Musthofa, as well as to formulate appropriate instructional development strategies. The findings indicate that students exhibit low reading interest, high enthusiasm for contextual numeracy learning, and learning motivation that is predominantly driven by external factors. Instruction remains largely teacher-centered through lecture-based methods, while the utilization of digital learning media and diagnostic and formative assessments has not yet been optimized, despite the availability of adequate educational facilities. Therefore, this study recommends the implementation of Project-Based Learning (PjBL) integrated with differentiated instruction, interactive digital media, and strengthened diagnostic and formative assessments to enhance students’ intrinsic motivation, literacy, numeracy, and social skills.