Ar-Fahruddin: Journal of Islamic Education
Vol. 2 Issue 1, 2025

pp. 58-70

E-ISSN: 3063-0932

DOI: https://doi.org/10.7401/s3ew2f57

Project-Based Learning and Self-Efficacy as Predictors of Students’
Motivation in Aqidah Learning
1,2

Article History
Received: 05-09-2025
Reviced: 13-09-2025
Accepted: 17-09-2025

Keywords
Project-Based
Learning (PjBL),
Self-Efficacy,
Motivation, Aqidah
Learning

1
Nur Mubin
, Nur Fikriyatul Hasanah2
Institut Agama Islam Daruttaqwa Gresik, Indonesia
Email: normubin@insida.ac.id

Abstract
Research Objective – This study aimed to examine the predictive
influence of Project-Based Learning (PjBL) and self-efficacy on students’
learning motivation in the subject of aqidah at the Madrasah Ibtidaiyah level.
The research was designed to bridge pedagogical innovation and
psychological constructs, thereby providing a comprehensive
understanding of factors that shape motivation in Islamic primary
education.
Methodology – A quantitative correlational design was employed with 60
fifth-grade students from Madrasah Ibtidaiyah Daruttaqwa Suci Gresik.
Data were collected through three stages: observation checklists measuring
the fidelity of PjBL implementation, questionnaires on self-efficacy and
motivation adapted from validated instruments, and short reflective
teacher interviews to confirm classroom practices. All instruments
demonstrated acceptable reliability (Cronbach’s alpha > 0.70). Multiple
regression analysis using SPSS version 26 was conducted to test the
predictive relationships, following assumption checks for normality,
linearity, and multicollinearity.
Findings – Results indicated that students reported high levels of PjBL
implementation (M = 4.12), moderate-to-high self-efficacy (M = 3.89), and
strong learning motivation (M = 4.21). Correlation analysis revealed
significant positive associations among all variables, with self-efficacy
demonstrating the strongest correlation with motivation (r = .62, p < .01).
Regression analysis confirmed that PjBL and self-efficacy jointly explained
52% of the variance in learning motivation, with self-efficacy (β = 0.46, p
< .001) emerging as a stronger predictor than PjBL (β = 0.34, p < .01).
Research Implications/Limitations – The findings highlight the need
to integrate student-centered pedagogies with strategies that strengthen
learners’ self-belief. However, the study’s focus on a single school and
cross-sectional design limits generalizability.
Originality/Value – This study contributes to the limited literature on
Islamic education by demonstrating the universal role of self-efficacy and
the value of combining innovative pedagogy with psychological
empowerment to enhance learning motivation.

This is an open access article under CC BY-SA 4.0 license.
Copyright © 2025 by Author. Published by CV. Zamron Pressindo.
Available online at: https://journal.zamronedu.co.id/index.php/arfachruddin/issue/archive

Mubin et al.

INTRODUCTION
In the contemporary discourse of educational research, student motivation has
emerged as a pivotal determinant of learning effectiveness and long-term academic
achievement.1 Motivation not only sustains attention and effort but also fosters resilience in
the face of challenges, thereby serving as a fundamental driver of both cognitive and affective
learning outcomes.2 Within the framework of Islamic education, particularly in the teaching of
aqidah at the primary level of Madrasah Ibtidaiyah, motivation acquires heightened significance.
The abstract and theological nature of aqidah demands not merely cognitive comprehension
but also the internalization of spiritual and moral values that are central to students’ character
formation and religious identity.3
Globally, there has been a growing recognition that traditional teacher-centered
models are often insufficient to address the dynamic learning needs of 21st-century students.4
Pedagogical reforms increasingly emphasize learner-centered approaches that foster creativity,
collaboration, and critical thinking.5 Within this shift, Project-Based Learning (PjBL) has been
highlighted as a pedagogical innovation capable of enhancing learning motivation by situating
knowledge in authentic and meaningful contexts.6, 7 PjBL encourages students to construct
knowledge through active inquiry and collaboration, while simultaneously connecting
classroom learning with broader social and cultural realities.8
In the specific domain of Islamic education, PjBL offers transformative potential. By
framing aqidah instruction around real-life projects—such as community service, religious
campaigns, or creative media that convey theological concepts—students can experience faith
not merely as theoretical abstraction but as a lived and practiced value system. Such
integration allows the teachings of aqidah to become more tangible, relatable, and capable of
shaping both spiritual awareness and social responsibility. In this sense, PjBL aligns closely
1

E. L Ryan, R. M., & Deci, Self-Determination Theory: Basic Psychological Needs in Motivation,
Development,
and
Wellness
(London
&
New
York:
Guilford
Press,
2017),
https://doi.org/10.1521/978.14625/28806.
2
R. M. Deci, E. L., & Ryan, “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the SelfDetermination of Behavior,” Psychological Inquiry 11, no. 4 (2020): 227–268.
3
R. Mutaqorribain, S., Asrori, A., & Rusman, “The Effect of Teacher’s Motivation on Student Learning
Activities in Islamic Education Lessons,” Nazhruna: Jurnal Pendidikan Islam 5, no. 3 (2022): 887–907,
https://doi.org/10.31538/nzh.v5i3.2101.
4
S Bell, “Project-Based Learning for the 21st Century: Skills for the Future,” The Clearing House: A
Journal of Educational Strategies, Issues and Ideas 83, no. 2 (2010): 39–43,
https://doi.org/10.1080/00098650903505415.
5
G. A. N. Asrafzani, A. R., Charis, M., Asrori, A., & Zakaria, “Problem Posing Method In Establishing
Students’ Creative Thinking Ability In Islamic Education Subjects,” At-Tarbiyat :Jurnal Pendidikan Islam 5,
no. 3 (2022): 476–82, https://doi.org/10.37758/jat.v5i3.476.
6
M. B Mutanga, “Students’ Perspectives and Experiences in Project-Based Learning: A Qualitative Study,”
Trends in Higher Education 3, no. 4 (2024): 903–11, https://doi.org/10.3390/higheredu3040052.
7
M Fernandes, S., Conde, A., & Abelha, “Student Motivation in the First Year of University: Findings from
the Implementation of a PBL Project for a Real Context,” in Proceedings of the International Symposium on
Project Approaches in Engineering Education; Active Learning in Engineering Education Workshop;
International Conference on Active Learning in Engineering Education. (PAEE/ALE’2021), ed. Rui M V.
V.-B. Anabela C. Alves, Natascha van Hattum-Janssen (Braga - Portugal, 2021),
https://doi.org/10.5281/zenodo.5096981.
8
Petri Vesikivi et al., “The Impact of Project-Based Learning Curriculum on First-Year Retention, Study
Experiences, and Knowledge Work Competence,” Research Papers in Education, 2020,
https://doi.org/10.1080/02671522.2019.1677755.

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Project-Based Learning and Self-Efficacy as Predictors of Students’ Motivation in Aqidah Learning

with the broader aims of Islamic pedagogy, which aspires not only to convey knowledge but
also to inculcate values and nurture holistic individuals.
Complementing the role of instructional methods is the psychological construct of
self-efficacy, defined as individuals’ belief in their capacity to execute actions necessary to
achieve desired outcomes.9 A robust sense of self-efficacy empowers students to persevere in
the face of academic difficulties, regulate their learning strategies, and sustain motivation over
time.10, 11 In faith-based subjects such as aqidah, self-efficacy may determine whether students
approach tasks with confidence or anxiety, and whether they are able to transfer learned
principles into daily practices of worship, ethics, and social interaction.12
The interaction between innovative pedagogy and self-efficacy thus provides a
compelling framework for understanding learning motivation in Islamic education.13
However, despite the extensive literature on both PjBL and self-efficacy in general education,
research that examines their combined influence in religious subjects remains scarce.14 This
lacuna is particularly evident in the Indonesian context, where Madrasah Ibtidaiyah represents a
distinctive educational environment that integrates national curricula with Islamic values.
Exploring how PjBL and self-efficacy jointly contribute to motivation in aqidah learning can
yield valuable insights not only for practitioners but also for policymakers seeking to enhance
the quality of Islamic education in alignment with global educational standards.
Accordingly, this study investigates the extent to which Project-Based Learning and
self-efficacy predict students’ motivation in learning aqidah at Madrasah Ibtidaiyah Daruttaqwa
Suci Gresik By bridging pedagogical and psychological perspectives, the research seeks to
provide empirical insights that enrich the discourse on effective instructional design in Islamic
primary education. Moreover, the findings are expected to contribute to the broader field of
educational innovation, highlighting how the integration of contemporary learning models
and motivational psychology can enhance both academic achievement and value-based
education in a globalized era.

9

A Bandura, Self-Efficacy: The Exercise of Control (New York: W. H. Freeman, 1997),
https://psycnet.apa.org/record/1997-08589-000.
10
M. K Schunk, D. H., & DiBenedetto, “Motivation and Social Cognitive Theory,” Contemporary
Educational Psychology 60 (2020), https://doi.org/10.1016/j.cedpsych.2019.101832.
11
E. L Klassen, R. M., & Usher, “Self-Efficacy in Educational Settings: Recent Research and Emerging
Directions,” in Advances in Motivation and Achievement, ed. T. Urdan & S. Karabenick (London: Emerald
Group Publishing, 2010), https://doi.org/10.1108/S0749-7423(2010)000016A004.
12
A Asrori, “The Function of Class Management in The Improving Effectiveness of Learning Aqidah in
MTs Al-Hidayah Betoyokauman Gresik,” Studia Religia: Jurnal Pemikiran Dan Pendidikan Islam 3, no. 2
(2019): 145–58, https://doi.org/10.30651/sr.v3i2.3950.
13
M Alkandari, K., & Alabdulhadi, “Promoting Self-Regulation Skills among Pre-Service Islamic Studies
Teachers through Project-Based Learning Utilizing a Flipped Learning Strategy,” International Journal of
Learning,
Teaching
and
Educational
Research
22,
no.
5
(2023):
74–100,
https://doi.org/10.26803/ijlter.22.5.4.
14
A.M Donoso, D., Cisneros, C., Donoso, S., Gallardo, “Transforming Higher Education: A Bayesian
Analysis of Professional Competencies Through Project-Based Learning,” in Perspectives and Trends in
Education and Technology. ICITED 2024. Lecture Notes in Networks and Systems, Vol 859, ed. M Abreu,
A., Carvalho, J.V., Mesquita, A., Sousa Pinto, A., Mendonça Teixeira (Springer, Cham, 2025),
https://doi.org/10.1007/978-3-031-78155-1_34.
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METHOD
Research Design
This study adopted a quantitative correlational research design15 to explore the
predictive influence of Project-Based Learning (PjBL) and Self-Efficacy on students’ Learning
Motivation in the subject of aqidah at the Madrasah Ibtidaiyah level. A correlational design was
considered appropriate because the primary aim was not only to describe the existing
conditions but also to statistically test the direction and strength of the relationships among
the study variables. By employing this design, the researchers were able to determine how
variations in the implementation of PjBL and the level of self-efficacy were associated with
differences in students’ motivation to learn aqidah.
The rationale for choosing a quantitative correlational approach lies in its ability to
provide empirical evidence through statistical testing while maintaining objectivity and
replicability. Unlike experimental designs, which manipulate variables under controlled
conditions, a correlational design allows researchers to examine natural variations in
classroom settings. This is particularly relevant for the current study, where the focus was on
real-world classroom practices and psychological constructs as they occur in authentic
learning environments.16 Through this design, it was possible to measure the degree of
association between instructional strategies (PjBL) and psychological beliefs (self-efficacy)
with students’ motivation, thereby producing insights that are both pedagogically and
theoretically meaningful for Islamic primary education.
Population and Sample
The population of the study comprised all fifth-grade students of Madrasah Ibtidaiyah
Daruttaqwa Suci Gresik, during the 2023/2024 academic year. Using purposive sampling, a
total of 60 students were selected as participants, representing intact classes that had
experienced instruction in aqidah with PjBL strategies. The sample size was considered
sufficient based on statistical recommendations for regression analysis. 17
Variables and Instruments
1. Independent Variables
a. Project-Based Learning (PjBL): measured through an observation checklist assessing the
degree of implementation across dimensions such as student-centered inquiry,
problem-solving, collaboration, and product creation.18
b. Self-Efficacy: measured using a modified version of the Motivated Strategies for Learning
Questionnaire (MSLQ) self-efficacy subscale, adapted to the context of Islamic
education.19
15

John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th ed.
(Thousand Oaks, CA: Sage Publications, 2018).
16
K. Cohen, L., Manion, L., & Morrison, Research Methods in Education, 8th ed. (London: Routledge,
2018), https://doi.org/https://doi.org/10.4324/9781315456539.
17
L. S Tabachnick, B. G., & Fidell, Using Multivariate Statistics, 5th ed. (New York, NY: Pearson
Education, 2007).
18
A Kokotsaki, D., Menzies, V., & Wiggins, “Project-Based Learning: A Review of the Literature,”
Improving Schools 19, no. 3 (2016): 267–77, https://doi.org/10.1177/1365480216659733.
19
W. J Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie, A Manual for the Use of the Motivated
Strategies for Learning Questionnaire (MSLQ) (Ann Arbo, MI: National Center for Research to Improve
Postsecondary Teaching and Learning, University of Michigan, 1991), https://eric.ed.gov/?id=ED338122.

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Project-Based Learning and Self-Efficacy as Predictors of Students’ Motivation in Aqidah Learning

2. Dependent Variable
a. Learning Motivation: measured through a Likert-scale questionnaire (1–5), adapted from
Keller’s ARCS motivation model,20 covering attention, relevance, confidence, and
satisfaction, contextualized for aqidah subject learning.
b. All instruments underwent content validation by two experts in Islamic education and
one educational psychologist. Reliability was tested using Cronbach’s alpha, with all
scales exceeding the 0.70 threshold, indicating acceptable internal consistency.21
Data Collection Procedure
Data were collected in three stages:
1. Observation of PjBL implementation during the aqidah lessons (two project cycles).
2. Administration of questionnaires measuring students’ self-efficacy and learning
motivation.
3. Triangulation of data through short reflective interviews with teachers to confirm the
implementation fidelity of PjBL. 22
Data Analysis
Data were analyzed using multiple regression analysis to determine the extent to which
PjBL and self-efficacy predict students’ motivation. Prior to regression, assumptions of
normality, linearity, and multicollinearity were tested. Statistical analyses were conducted using
SPSS version 26. Significance was set at p < 0.05. 23
RESULTS AND DISCUSSION
Results
Descriptive Statistics
The descriptive analysis was conducted to provide an overview of the three major
variables examined in this study: Project-Based Learning (PjBL), Self-Efficacy, and Learning
Motivation. As presented in Table 1, the mean score of PjBL implementation was 4.12 (SD =
0.56). This relatively high value indicates that PjBL strategies were applied consistently in the
classroom, enabling students to actively participate in inquiry-based tasks, collaborate with
peers, solve authentic problems, and produce project outcomes. The relatively small standard
deviation also suggests that the implementation of PjBL was evenly experienced across the
sample, with little variability among students.
The average score for Self-Efficacy was 3.89 (SD = 0.61), reflecting a moderate to
high level of students’ confidence in their ability to engage with and complete learning tasks in
aqidah. While the mean was slightly lower than the other variables, it still demonstrates that
students generally believed in their learning capacities. The higher standard deviation
compared to PjBL implies that some variability existed in students’ levels of confidence, with
certain students expressing greater self-assurance than others.
20

J. M Keller, Motivational Design for Learning and Performance: The ARCS Model Approach (New York:
Springer, 2010), https://doi.org/10.1007/978-1-4419-1250-3.
21
W. Lawrence Neuman, Social Research Methods: Qualitative and Quantitative Approaches, 7th ed.
(Boston: Pearson Education, 2014).
22
S Kvale, S., & Brinkmann, InterViews: Learning the Craft of Qualitative Research Interviewing, 2nd ed.
(Sage Publications, 2009).
23
A.P. Field, Discovering Statistics Using IBM SPSS Statistics, 5th ed. (Newbury Park: Sage, 2018).
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Finally, Learning Motivation recorded the highest mean score of 4.21 (SD = 0.58),
which indicates that students generally displayed strong enthusiasm, persistence, and positive
attitudes toward aqidah learning activities. This finding demonstrates that, overall, students
were motivated to learn not only due to external instructional factors but also due to their
internal drive. The standard deviation suggests a relatively consistent distribution of
motivation across the sample, meaning that the majority of students shared similarly high
levels of motivation.
Taken together, these descriptive results suggest that students at Madrasah Ibtidaiyah
Daruttaqwa Suci Gresik benefited both from innovative instructional practices like PjBL and
from their own psychological resources in the form of self-efficacy. The combination of high
motivation, supported by effective pedagogical design and self-confidence, provides a strong
foundation for enhanced learning in Islamic religious education.
Table 1. Descriptive Statistics
Variable
Mean
SD
Project-Based Learning (PjBL)
4.12
0.56
Self-Efficacy
3.89
0.61
Learning Motivation
4.21
0.58
The bar chart illustrates the average values for the three study variables, accompanied
by error bars representing their standard deviations. Learning Motivation recorded the highest
mean score (M = 4.21, SD = 0.58), followed closely by Project-Based Learning (M = 4.12, SD
= 0.56). Self-Efficacy, while slightly lower (M = 3.89, SD = 0.61), still reflects a moderate to
high level among students. These findings suggest that students generally showed positive
attitudes toward aqidah learning, supported by both instructional strategies and their
confidence in personal abilities.

Figure 1. Descriptive statistics of PjBL, Self-Efficacy, and Learning Motivation with mean
scores and standard deviations.
Correlation Analysis
To identify the relationships among Project-Based Learning (PjBL), Self-Efficacy, and
Learning Motivation, Pearson’s correlation analysis was carried out. The results, presented in
Table 2, indicate that all the correlations between the three variables are positive and
statistically significant at the p < .01 level. This outcome suggests that improvements in
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Project-Based Learning and Self-Efficacy as Predictors of Students’ Motivation in Aqidah Learning

instructional practices and psychological belief systems are consistently associated with greater
student motivation in aqidah learning.
Specifically, the correlation between PjBL and Learning Motivation was found to be r
= .56 (p < .01), which indicates a moderately strong and positive relationship. This means that
when PjBL is implemented more effectively—by engaging students in authentic projects,
inquiry, and collaborative activities—students report higher levels of motivation toward
learning Aqidah.
Similarly, the correlation between Self-Efficacy and Learning Motivation was even
stronger, at r = .62 (p < .01). This finding demonstrates that students who possess higher
confidence in their learning abilities are more likely to sustain attention, persist in difficult
tasks, and remain enthusiastic about religious education. In other words, students’ belief in
their own competence is a key driver of motivation.
Finally, the relationship between PjBL and Self-Efficacy was also significant, with r =
.48 (p < .01). This implies that effective application of PjBL may contribute to strengthening
students’ self-confidence, as engaging in structured projects allows them to experience
mastery, collaboration, and successful problem-solving—all of which reinforce their sense of
capability.
Taken together, these results highlight that both pedagogical approaches and
psychological constructs are interdependent in fostering motivation. PjBL not only provides a
stimulating environment but also indirectly nurtures self-efficacy, which in turn fuels stronger
motivation.
Table 2. Correlation Matrix
PjBL
Self-Efficacy
Learning Motivation
PjBL
1.00
.48**
.56**
Self-Efficacy
.48**
1.00
.62**
Learning Motivation
.56**
.62**
1.00
Note. p < .01
The heatmap demonstrates that all variables are strongly and positively related.
Specifically, PjBL is positively associated with both self-efficacy (r = .48, p < .01) and learning
motivation (r = .56, p < .01). Self-efficacy shows the strongest correlation with motivation (r
= .62, p < .01), reaffirming that students’ confidence in their abilities is a critical determinant
of sustained motivation in Aqidah learning at Madrasah Ibtidaiyah.

Figure 2. Correlation matrix showing significant positive relationships among Project-Based
Learning (PjBL), Self-Efficacy, and Learning Motivation
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Regression Analysis
To further investigate the extent to which Project-Based Learning (PjBL) and SelfEfficacy jointly contribute to students’ learning motivation, a multiple regression analysis was
conducted. The overall regression model was found to be statistically significant, R² = .52,
F(2, 57) = 31.0, p < .001, which indicates that approximately 52% of the variance in students’
learning motivation in aqidah lessons can be explained by the combination of PjBL
implementation and students’ self-efficacy levels. This substantial percentage highlights the
importance of considering both pedagogical strategies and psychological constructs when
examining factors that shape learning motivation.
As shown in Table 3, both predictors made significant contributions to the model.
Project-Based Learning (PjBL) yielded a standardized beta coefficient of .34 (t = 3.21, p <
.01), suggesting that higher-quality implementation of PjBL moderately increases students’
motivation to learn aqidah. This finding confirms that pedagogical strategies emphasizing
collaboration, problem-solving, and authentic projects foster greater engagement and interest
among students.
Self-Efficacy, on the other hand, emerged as a stronger predictor with a standardized
beta coefficient of .46 (t = 4.28, p < .001). This indicates that students who hold stronger
beliefs in their own learning capabilities demonstrate higher levels of persistence, confidence,
and motivation in engaging with aqidah tasks. In essence, while innovative instructional
practices provide the context for meaningful learning, students’ internal confidence and belief
in their ability to succeed play an even greater role in sustaining motivation.
Taken together, the results underscore the dual significance of combining instructional
innovation (through PjBL) with psychological reinforcement (through self-efficacy building)
in strengthening students’ motivation.
Table 3. Regression Analysis
Predictor
Beta (β)
t
PjBL
0.34
3.21
Self-Efficacy
0.46
4.28
Model Summary: R² = .52, F(2, 57) = 31.0, p < .001

Sig. (p)
< .01
< .001

The figure illustrates that both PjBL and Self-Efficacy are significant predictors of
motivation in aqidah learning at Madrasah Ibtidaiyah. Among the two variables, Self-Efficacy (β
= 0.46, t = 4.28, p < .001) demonstrates a stronger predictive effect compared to PjBL (β =
0.34, t = 3.21, p < .01), confirming the crucial role of psychological belief systems in
sustaining student motivation.

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Figure 1. Beta coefficients of predictors of students’ learning motivation.
Discussion
Descriptive Findings
The descriptive analysis of this study highlights that students demonstrated positive
perceptions toward both Project-Based Learning (PjBL) and their own self-efficacy, with
motivation emerging as the highest dimension. This result suggests that in the context of
Aqidah learning, interactive instructional designs that emphasize inquiry, collaboration, and
authentic application can successfully stimulate learners’ enthusiasm. The high motivation
score (M = 4.21, SD = 0.58) indicates that student-centered strategies in Islamic education not
only foster persistence but also nurture intrinsic interest in the subject matter. These findings
align with prior evidence that student-centered pedagogies create deeper engagement by
fulfilling learners’ needs for autonomy, competence, and relatedness, which are essential
psychological drivers for sustainable learning outcomes.24
Moreover, the relatively high self-efficacy score (M = 3.89, SD = 0.61) reflects
students’ confidence in their abilities to accomplish academic tasks, even though some
variations exist among individuals. This suggests that when PjBL is integrated into aqidah
instruction, it does not merely strengthen students’ spiritual understanding but also supports
the development of transferable competencies such as problem-solving, collaboration, and
resilience. Prior research confirms that project-oriented approaches enhance learners’ selfefficacy and critical thinking by situating knowledge in real-world contexts.25 In this regard,
the combination of high motivation and robust self-efficacy serves as a powerful indicator
that Islamic education can achieve holistic objectives—intellectual, spiritual, and
psychological—when supported by innovative pedagogy.26
Correlation Findings
The results of the correlation analysis underscore the interrelated nature of
pedagogical design, student motivation, and self-efficacy. The moderate to strong positive
I. G. W Luh Masdarini, Candiasa, I. M., Agustini, K., & Sudatha, “The Effect of Project-Based Learning
and Self-Efficacy towards Students’ Entrepreneurial Readiness in Vocational High School,” Pegem Journal
of Education and Instruction 14, no. 2 (2024): 324–330, https://doi.org/10.47750/pegegog.14.02.38.
25
K Yew, E. H. J., & Goh, “Problem-Based Learning: An Overview of Its Process and Impact on Learning,”
Health Professions Education 2, no. 2 (2016): 75–79, https://doi.org/10.1016/j.hpe.2016.01.004.
26
Bell, “Project-Based Learning for the 21st Century: Skills for the Future.”
24

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relationship between Project-Based Learning (PjBL) and motivation (r = .56, p < .01) suggests
that instructional strategies emphasizing authentic inquiry and collaboration are effective in
stimulating learners’ engagement. This finding is consistent with previous scholarship that has
shown how innovative teaching practices enhance both interest and persistence, thereby
fostering more meaningful learning outcomes.27 Such results indicate that when applied in
aqidah education, PjBL may serve not only as a vehicle for transmitting religious knowledge
but also as a catalyst for students’ enthusiasm and deeper involvement in the learning process.
Equally significant is the strong correlation between self-efficacy and motivation (r =
.62, p < .01), which resonates with Bandura’s social cognitive theory, positing that confidence
in one’s ability is a robust predictor of effort and persistence in academic tasks. 28 This study
further highlights that PjBL correlates positively with self-efficacy (r = .48, p < .01), implying
that the experiential and collaborative dimensions of PjBL contribute to students’ confidence
in mastering tasks. Prior research confirms that active and project-oriented approaches in
education not only enhance learners’ motivation but also reinforce their sense of capability to
succeed.29 Taken together, these findings suggest that effective implementation of PjBL in
Islamic education can strengthen a dual foundation: cultivating students’ psychological
resources and advancing their academic development.
Regression Findings
The regression analysis further clarifies the predictive dynamics underlying students’
motivation. The model explained 52% of the variance in learning motivation, which is notable
given the multifaceted nature of motivational constructs. Both predictors were statistically
significant, yet self-efficacy (β = .46, p < .001) emerged as a stronger determinant than
Project-Based Learning (PjBL) (β = .34, p < .01). This indicates that while innovative
pedagogical frameworks create enabling contexts for engagement, it is ultimately students’
confidence in their own competence that exerts a more powerful influence on their sustained
effort and interest.30 This outcome corroborates established evidence that self-efficacy
functions as a critical psychological driver of persistence and achievement across diverse
learning environments.
Moreover, the significance of PjBL as a predictor, despite being weaker than selfefficacy, should not be understated. Its role in facilitating authentic, collaborative experiences
provides students with mastery opportunities that in turn strengthen their self-beliefs.31 Recent
studies on online collaborative PBL—such as the Bridge21 approach—demonstrate how
structured teamwork and authentic problem-solving tasks contribute not only to heightened
Klassen, R. M., & Usher, “Self-Efficacy in Educational Settings: Recent Research and Emerging
Directions.”
28
Bandura, Self-Efficacy: The Exercise of Control.
29
J Tangney, B., Sullivan, K., & Lawlor, “Online Collaborative PBL – The Bridge21 Approach,” Computers
and Education 7 (2024): 1–20, https://doi.org/10.1016/j.caeo.2024.100224.
30
J Cherukuri, “Beyond Lectures: Innovative Approaches to Promote Student Engagement ThJournal of
Engineering Education Transformationsrough Scenario-Based Learning (SBL),” Journal of Engineering
Education Transformations 38, no. 2 (2025): 570–75, https://doi.org/10.16920/jeet/2025/v38is2/25083.
31
A Belwal, R., Belwal, S., Sufian, A. B., & Al Badi, “Project-Based Learning (PBL): Outcomes of
Students’ Engagement in an External Consultancy Project in Oman,” Education and Training 63, no. 3
(2021): 336–359, https://doi.org/10.1108/ET-01-2020-0006.
27

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motivation but also to stronger confidence in learners’ abilities.⁴ When viewed together, these
findings suggest that motivation in aqidah education is best cultivated through the interplay of
effective pedagogy and psychological resources, where PjBL provides the scaffolding and selfefficacy sustains long-term commitment.
CONCLUSION
This study investigated the predictive influence of Project-Based Learning (PjBL) and
self-efficacy on students’ learning motivation in aqidah at Madrasah Ibtidaiyah Daruttaqwa Suci
Gresik. The findings showed that both variables significantly contributed to motivation, with
self-efficacy emerging as the stronger predictor. Correlation and regression analyses confirmed
that effective implementation of PjBL fosters engagement and collaborative learning, while
students’ belief in their own abilities more strongly sustains persistence and enthusiasm.
Together, these factors explained 52% of the variance in learning motivation, underscoring
the interplay between pedagogy and psychology in shaping students’ learning outcomes. The
results suggest that strengthening motivation in Islamic education requires a dual focus:
adopting innovative, student-centered instructional models such as PjBL, and cultivating
learners’ self-efficacy through feedback, mastery experiences, and supportive classroom
environments. This study contributes to the literature by extending the discussion of PjBL
and self-efficacy into the underexplored domain of Islamic religious education, demonstrating
the universal relevance of motivational constructs across contexts. Future research should
involve larger samples and longitudinal designs to further clarify the sustained impact of
instructional and psychological factors on motivation and achievement.
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