KAJIAN LITERATUR MENGENAI DAMPAK PBL DALAM  PEMBELAJARAN PAI DI MI

Canda Mudi Astuti; Salaisa  Farikha Zahra; Faiha’   Al Hanin

doi:10.36989/didaktik.v12i3.16655

Canda Mudi Astuti Universitas Islam Negeri Salatiga
Salaisa Farikha Zahra Universitas Islam Negeri Salatiga
Faiha’ Al Hanin Universitas Islam Negeri Salatiga

DOI: https://doi.org/10.36989/didaktik.v12i3.16655

Keywords: Problem-Based Learning, Islamic Religious Education, Madrasah Ibtidaiyah.

Abstract

Islamic Religious Education (IRE) in Madrasah Ibtidaiyah (MI) needs to be designed in an active and contextual manner to optimally foster students’ competencial. Probem-Based Learning (PBL) is one of the instructional models widely adopted in educational settings; however, findings regarding its implementation remain scatted across different studies. This study aims MI based on published research findings. The study employed a Systematic Literature Review (SLR) to analyze 15 articles published between 2020 and 2025, retrieved from Google Scholar using predetermined inclusion criteria. Data were analyzed through the stages of identification, selection, extraction, and synthesis of research findings. The review revealed that PBL contributes to various aspects of IRE learning, including improved learning outcomes, enhances critical thinking skills, increased motivation and student participation, and the development of character and social skills. In addition, the successful implementation of PBL is influenced by teachers’ ability to design contextual learning experiences, the use of appropriate instructional media, and students’ active engagement throughout the learning process. Therefore, PBL can serve as an alternative instructional approach that promotes more participatory, contextual, and competency-oriented IRE learning.

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