Implementasi Problem-Based Learning Dalam Pembelajaran Pendidikan Agama Islam Untuk Mengembangkan Berpikir Kritis (Tinjauan Literatur)

Fadlil Amim; Idawati

doi:10.37216/fikroh.v10i1.3649

Authors

Fadlil Amim Institut Agama Islam Hamzanwadi Pancor Lombok Timur
Idawati Institut Agama Isalam Hamzanwadi Pancor Lombok Timur

DOI:

https://doi.org/10.37216/fikroh.v10i1.3649

Keywords:

Problem-Based Learning; Islamic Religious Education; critical thinking

Abstract

Problem-Based Learning (PBL) is an instructional model that situates contextual problems as the starting point of the learning process, encouraging students to actively seek information, engage in discussions, analyze problems, and formulate solutions. In Islamic Religious Education (PAI), these characteristics are highly relevant because religious learning is not merely oriented toward knowledge acquisition, but also toward the ability to connect Islamic values with real-life issues. This article aims to analyze the implementation of PBL in PAI learning, specifically its contribution to the development of critical thinking skills. The study employs a narrative literature review method by examining relevant scientific articles and academic sources regarding PBL, PAI, and critical thinking. The literature search was conducted through Google Scholar, Garuda, DOAJ, and verifiable scientific journal websites. Literature was selected based on its relevance to the research focus, clarity of bibliographic identity, and the correlation between PBL and PAI. The findings indicate that PBL has the potential to enhance learning engagement, problem-analysis skills, problem-solving abilities, critical thinking, conceptual understanding, and PAI learning outcomes. Consequently, the effectiveness of PBL in PAI heavily relies on the quality of the problems presented, the teacher's role as a facilitator, the reflection process, and the alignment of the problems with Islamic values

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