Learner-Centered Education Affect for Madrasah Teacher Personality Competence: The Cases of Project-Based Learning Methods

Abstract

This study aims to explore whether increasing the use of project-based learning (PBL) by madrasah aliyah teachers in Indonesia improves the personality competence of madrasah teachers in learning. Using data collected from a project-based learning (PBL) intervention program, this study used a quasi-experimental method to assess how PBL is associated with teachers' personality competence, and analyzed using a t-test. Generally, the personality competence of madrasah teachers is only considered as a determinant of the practice of teaching Islamic religious education, but we found that the personality competence of madrasah teachers can be positively influenced by the increased use of PBL in learning. Among the madrasah teacher personality competence subscales, PBL is positively related to student engagement and teaching in learning. Analysis using student data shows that students' positive responses to Islamic religious education learning practices can mediate the relationship between PBL and the personality competence of madrasa teachers. This research has implications for the development of the PBL model in improving the personality competence of madrasa teachers in learning Islamic religious education.