From Passive to Active: Problem-Based Learning as a Catalyst for Improving Islamic Education Performance among 11th-Grade Social Science Students

Abstract

This study investigates the improvement of students’ activeness and learning outcomes through the Problem Based Learning (PBL) model in Islamic Education at SMA Al Muslim, Bekasi. Using a classroom action research method with two cycles, the study involved 32 students of grade 11. Data collection used observation, interviews, tests, and documentation. The findings reveal a significant increase in both student activeness and learning achievement, confirming that the PBL model effectively engages students in learning Islamic values critically and collaboratively. Problem Based Learning (PBL) emphasizes student-centered inquiry and real-world problem-solving, allowing students to take an active role in the learning process. In the context of Islamic Education, this approach encourages learners to explore religious concepts not only theoretically but also in terms of their relevance and application in daily life. During the implementation of PBL, students were divided into small groups to discuss and solve contextual problems related to Islamic teachings, such as ethics, worship, and social responsibility. This group dynamic promoted collaboration, communication, and critical thinking among students. The research results showed that students became more engaged during classroom activities. In the first cycle, student activeness was moderate, but by the second cycle, there was a noticeable improvement in student participation, question-asking behavior, and the ability to express opinions. Similarly, test scores showed measurable progress, with the class average increasing significantly between the two cycles. Teachers also observed increased enthusiasm and motivation among students. The success of this study highlights the potential of PBL as an innovative strategy in Islamic