Project-Based Learning as a Pedagogical Strategy to Cultivate Kalyanamitta in Junior High School Students

Abstract

The growing concern over declining social interaction and empathy among adolescents highlights the urgent need for pedagogical approaches that foster moral and character development alongside academic achievement. In Buddhist education, the concept of Kalyanamitta or good friendship—characterized by cooperation, empathy, and mutual respect—plays a vital role in shaping students’ social values. This study aimed to explore how Project-Based Learning (PjBL) can be implemented to cultivate Kalyanamitta among junior high school students. Employing a qualitative Classroom Action Research (CAR) design, the study involved 32 eighth-grade students at SMP Negeri 18 Pontianak. Data were collected through observations, student questionnaires, project rubrics, and field notes, and were analyzed using both qualitative and descriptive quantitative approaches. Findings showed clear improvements across two cycles of implementation: students became more collaborative, empathetic, and responsible, with more than 80% reaching the “good” or “very good” categories in observed behaviors. The projects they produced also reflected creativity and alignment with the values of Kalyanamitta. The results indicate that PjBL not only enhances participation and social skills but also supports the integration of moral and spiritual values into formal education. This study contributes to value-based education by demonstrating the adaptability of PjBL for holistic student development