LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab P-ISSN: 2623-2421. E-ISSN: 2654-2579 Volume 9 Nomor 1 Tahun 2026 Tarqiyah al-Tafkr al-Naqdiy fi al-KitAbah al-AoArabiyyah alIbdAAoiyyah min KhilAl al-TaAoallum al-QAim alA al-MashArAo (PJBL) li AlibAt al-af al-ThAlith fi Madrasah ManbaAo alAlihn al-Aliyah Gresik Received : 16th November Revised : 8th March 2026 Accepted : 10th April 2026 Mohammad Makinuddin1 Ummu Khofiyah2 Email: 1kinudd@gmail. com, 2ukhofiyah@gmail. 1,2Universitas Kiai Abdullah Faqih. Gresik. Indonesia Abstract Arabic language instruction in many traditional Islamic schools still relies on lecture-based and memorization-oriented approaches, which often limit the development of studentsAo critical thinking and creative writing skills. This study aims to examine the effectiveness of Project-Based Learning (PjBL) in improving critical thinking through Arabic creative writing. The research employed a quasiexperimental nonequivalent control group design involving 120 third-grade students at Madrasah Aliyah ManbaAoul Sholihin Gresik. The participants were divided into three groups: a collaborative PjBL group, an individual PjBL group, and a control group receiving conventional instruction. Data were collected through pre- and post-tests assessing critical thinking in Arabic creative writing based on three indicators: text structure organization, vocabulary use, and logical The findings show significant improvements in the experimental groups compared with the control group. The collaborative PjBL group achieved the highest increase . points, from 60 to . , followed by the individual PjBL group . 27 points, from 56 to 69. , while the control group showed modest progress . 73 points, from 54 to 61. Statistical analysis using Welch ANOVA revealed significant differences among the three groups (F = 47. 528, p < 0. and Games-Howell post-hoc tests confirmed significant differences between all These results indicate that PjBL enhances studentsAo critical thinking and improves the quality of Arabic creative writing, particularly in structural coherence, lexical variation, and logical argumentation. The study concludes that integrating PjBL, especially collaborative models, can foster more interactive and contextual Arabic learning and support the development of higher-order thinking skills in madrasah education. LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab AAKeywords: Creative Writing in Arabic. Critical Thinking. Project BasedAA AALearningAA AIECIA AEE EO uEEIO uEIOIOO II IN EEOI uEEIO OA IENA UAOC EA AO IOUUO OA EOE ONOO EEOIA AIEN EI EOIO uEIO CEOOAU UAA AuEEIO OA uIOIOOA . AOA A EO OIEA EOEA UAOaCacI IIO AOOIA A(A )FacioneAEEAEO EICO IEOI OO II EAO (A )interpretationAEOA AOI OA EE EO uEO uOE ANI OAIOA EIAOA OEAE EEOO OOAUAA AEEOE (A )analysisAEO ON OA AEOE NEOEE EEOO OEEC IO EIEA AOEEu ECOOI (A )evaluationAEO OE OA CO C E OE EIOO OA AEEOA UAe (A )inferenceAEO OEO OA EA I IICO IIA AIEO EAO AC IA UAE (A )explanationAEO O OA OO EAEA AEE i OICIA UAOEIOI EO (A )self-regulationAEO OOI I EIA OUA AEIO EO uEIEOA UAII OOE NN IEEOI uOE EO EOEO OuOA AA1AA AIEIEA. AO I EOI IEN OA EE uEO OEAEO EICOA . AEI OCI IIOA AOI (A )TorranceAEEAEO uEO IEOI IE EEC (A )fluencyAEO I uOEA AuI EI NE II EAE EEOO OA EE EOA UAIEOI (A )flexibilityAOA IOOA AEEO EEO OEIIA UAEAE (A )originalityAOA E O AO O CEOOAUAA AEAAOE (A )elaborationAOA OO EAAOE EOAAOu OEO EEIEEA A(A )sensitivity to problemsAOA EA EIA OuAENA UAII O uE OAA AA1AA AAHaniAoatul Khoiroh et al. 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AA . 2A EI )A. omogeneity-testAA AOI OC EOAIO e II I EOI IO IEIO IIA . Au EIA ACOI A( Sig. <0U05AO II EI OA NN E)A UAOaI AWelchAA AA20AA AAPeter A. Facione. AuCritical Thinking: What It Is and Why It Counts,Ay Insight Assessment 1, no. AA. : 1Ae23. AA21AA AAE. Torrance. AuTorrance Tests of Creative Thinking. Educational and PsychologicalAA AAMeasurement,Ay APA PsycTests, 1966. AA22AA AAImam Ghozali. Aplikasi Analisis Multivariete Dengan Program IBM SPSS 23, 2018. AA38AA AALughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra ArabAA AA ANOVAAEU II A ANOVAAECEOOA UAI A Games-HowellAEEAApost-hocAA AEU II A. TukeyAA AA . 3A EOE EOI )A(ANOVa AaI IOA O EN A Welch ANOVAAE I u EI NIE ACA AOA IO IO EEI IO IEIO EEA . AI A Games-Howell post-hocAEOA AEAC EOOA. AA . 4AAO EIA AOI O I E IU EO COI A FAOCOI A p. Au EI COI A pANO 0. 05 U4. 5AOII N EOAIO I I EOI (OEA AA U)p = 0. 049 U4. 6AII O I EOE OOE A . ANOVAAOC N AANOVa AEO (OE A )4. 7AACU EE uAO (A U)p = 0. 000 UF = 47. 528AOE EEA A OOE (OE A. )p = 0. 000 U111. 035 U4. AA40AA AALughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra ArabAA AO NI EaEI ECI EO IEO EO EE uEO EE EOA AN I NN E I EEI ECI EO IEO EN O EO OA CO INA AEE EO uEO EO E I II EAEIO EEO OEA UAONN EIA AAC I E EO EO E AO A PJBLAEEAEO EICO OuEO OIEEA AEAEA. AI EO I A ANOVAAEO OO AC O EE uAO OA IOA AOI EI IA AE IO IEIO EE (AU U)p = 0. 000 UF = 47. AEOIA U)p = 0. 049 U (Levene's TestAaO A Welch ANOVAAEOA AE EIAp = 0. U . AOEECC II EAOCA UAaO A Games-HowellAEO N AOC IIO EEIA AECI EO IEO EE IEO EO IEIOIO EOIOA UAII OE AEON OA OA AIN EAEO EICO OA EE EO uEOA. AEA I NN E I OC EEI ECI EO IEO EN O uOO EO EOA AIO O EE EO uEO EO EEA . AN EE IEE OAA ACI IEOU OA OI IEA II EEA UAI OA EE IOA AEEcI ECI EO IEO UA AIO OIEIA UAOUO IOO uE OAA AIOIA UAOO IA E UA AIAO E UA AEO I EAEA UAOU COO OE IICO IO EAEA . 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AI EO I NN EA UAIOEI EA E ONO I EEcI ECI EOA AIEO OA IIN EE EO I EAEO N EIN OA IO IN EEA AuEO OEAEO EICOA UAIOEI OCN EO IC O OA O EE EOA. AOe O IEEIIO EO OC EEcI ECI EO IEO O IEEIOI uOEA AO EO AIOI IEO EO I I NA EOI EEA UAECOC CAOA AA II NN EOC Ou IO II E I NIE uOE ECA AAMiock Choi. AuStudentsAo Perception of English PjBL Class Depending on Their DemographicAA AA26AA AABackground,Ay nnioA 99 . : 169Ae87, https://doi. org/10. 21296/jls. AA43AA AALughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra ArabAA AOI E OOA IOUO EOIO IEA EEO NN EI OEAA AEOO IEEO EOC EEcI ECI EO IEO OA AAOE EE EOA. AOEOEA UAIOEI EI I EEcI ECI EO IEO NO OO AE EOA AIN EE EO uEO OEAEO EICO EO EE OA EE EOA UAEIA AI EE I NN E OEIUO EOA. 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