Peran Empat Modalitas Belajar Fleming dalam Proses Pembelajaran PAI Berbasis Proyek: Studi Implementasi Kurikulum Merdeka Di SMKN 4 Malang


  • Syamsiyah Wahyuningsih SMP Negeri 20 Malang


Merdeka curriculum, Islamic education, Project based learning, Fleming’s learning modality theory


Currently, the curriculum in Indonesia is entering a new phase by establishing the Merdeka curriculum, which must be applied to Sekolah Penggerak in Indonesia. One of the critical elements of implementing the Merdeka curriculum in academic units lies in implementing the Project-Based Learning (PjBL) model as a design for developing soft skills and student character to support the development of the Pancasila Student Profile character. In the practical-implementation context, PjBL objectives can be achieved by optimizing students' learning styles, one of which is by referring to Fleming's learning modality theory. This research aims to describe a project-based learning model in Islamic Religious Education (PAI) subjects. This research was conducted at State Vocational High School (SMKN) 4 Malang City, East Java Province. The results of this study concluded that Fleming's four learning modalities (Visual, Auditory, Read/Write, and Kinesthetic) have a role in optimizing students' learning styles while taking PjBL at SMKN 4 Malang. Indicators that can be used as a reference for this role can be seen from the PjBL stages owned by SMKN 4 Malang, namely identification, digitization, flipbook, and report.