Bimbingan Teknis Evaluasi Pembangunan Septitank Wilayah X

Islamic Religious Education (PAI) learning at the high school level requires learning tools that not only meet administrative demands, but are also able to direct students to contextual, collaborative, reflective, and meaningful learning experiences. The problems of partners in this service activity are related to the limitations of teachers in designing project-based learning, the tendency of teaching tools to be administrative, and the non-optimal function of MGMP as a community of practice. The activity aims to improve teachers' competence in developing project-based PAI learning tools and strengthen MGMP as a space for professional collaboration. The methods used are participatory and collaborative assistance through socialization, problem identification, Project-Based Learning (PjBL) training, application of learning technology, assistance in the preparation of tools, simulation, reflection, evaluation, and preparation of sustainability plans. The activity was attended by 63 PAI high school teachers from districts/cities in the Special Region of Yogyakarta. Evaluation used pre-test and post-test, as well as assessment of learning tool products. The average score increased from 60 to 82, or by 22 points. An increase occurred in the understanding of the concept of PjBL by 20 points, the ability to compile tools by 22 points, and the integration of Islamic values in the project by 23 points. Participants also produced draft teaching modules, lesson plans/teaching modules, and project-based LKPD. These results show that practice-based mentoring can strengthen teacher capacity while producing more applicable learning products. Sustainability through MGMP is needed so that changes in learning practices do not stop at workshop activities.