The Effectiveness of Problem Based Learning in Improving Students Understanding of Islamic Creed and Ethics
DOI:
https://doi.org/10.33751/jhss.v10i1.73Keywords:
Problem-Based Learning, Islamic Creed, Islamic Ethics, Student Understanding, Religious EducationAbstract
This study examines the effectiveness of the Problem-Based Learning (PBL) model in enhancing students’ understanding of Islamic creed (ʿaqīdah) and ethics (akhlāq). The research was motivated by the need to improve higher-order thinking skills and meaningful learning in Islamic Religious Education, which often remains dominated by teacher-centered and memorization-based approaches. Using a quasi-experimental design, this study involved two groups of students—an experimental group taught using PBL and a control group taught using conventional methods. Data were collected through pre-tests, post-tests, classroom observations, and student learning response questionnaires. The findings show that the implementation of PBL significantly improves students’ conceptual understanding, critical thinking, and ability to connect Islamic theological principles with ethical decision-making in daily life. Students in the PBL group demonstrated higher engagement, deeper inquiry, and better retention of concepts related to the unity of God (tawḥīd), prophetic traditions, moral reasoning, and ethical behavior. The results also indicate that PBL fosters collaborative learning and encourages students to explore real-life dilemmas through an Islamic worldview. Overall, the study concludes that Problem-Based Learning is an effective pedagogical approach for strengthening students’ understanding of Islamic creed and ethics. The model not only enhances cognitive comprehension but also promotes reflective moral development, making it a relevant strategy for modern Islamic education. The study recommends wider implementation of PBL in Islamic Religious Education curricula to support the development of students’ critical, spiritual, and ethical competencies.
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