Implementasi Model Pembelajaran Problem Based Learning (PBL) dalam Pembelajaran Pendidikan Agama Islam (PAI) di SDIT Sultan Alfatih

Abstract

This study aims to describe the implementation of the Problem Based Learning (PBL) model in Islamic Religious Education (PAI) learning at SDIT Sultan Alfatih and to analyze the supporting and inhibiting factors as well as its influence on students’ engagement and learning outcomes. The research stems from the fact that PAI learning at the elementary level often remains teacher-centered and cognitively oriented, thereby limiting active participation and the development of students’ critical thinking skills. Employing a qualitative approach with a case study design, this research seeks to gain an in-depth understanding of the PBL implementation process. Data were collected through participatory observation, in-depth interviews with teachers and students, and document analysis of lesson plans and student learning outcomes. Data analysis was conducted interactively through reduction, presentation, and verification using source and method triangulation to enhance validity. The results show that implementing PBL in PAI learning significantly increases students’ active engagement, fosters critical and reflective thinking skills, and strengthens the internalization of Islamic values in real-life contexts. Supporting factors include teacher readiness, principal support, and a collaborative learning environment, while major obstacles involve time constraints, varying student readiness, and limited contextual learning resources. This study contributes to the development of constructivist-based Islamic education practices by proposing an adaptive PBL implementation model suited to the context of Islamic elementary education, providing pedagogical implications for innovation in faith-based schools.