The Effect of Problem Based Learning (PBL) Model on Akidah Akhlak Learning on the Religious Moderation Attitude of MAN IC Central Bengkulu Students
Abstract
Purpose of the study: This study investigates the impact of the Problem-Based Learning (PBL) model on fostering religious moderation attitudes among grade XI students in moral creed (Akidah Akhlak) learning at MAN IC Bengkulu Tengah.
Methodology: A quantitative research method was employed, with grade XI students serving as the research sample. Data collection involved assessments of students' religious moderation attitudes. Spearman Rank correlation was used for data analysis to measure the relationship between PBL implementation and the development of religious moderation.
Main Findings: The results indicate that the Problem-Based Learning (PBL) model significantly enhances students' religious moderation attitudes, with a development rate of 92% observed in Akidah Akhlak learning. Through PBL, students engaged actively in collaborative problem-solving, critical thinking, and analytical reasoning, leading to a deeper understanding of religious moderation principles. This pedagogical approach facilitated active participation and encouraged students to explore diverse perspectives, reinforcing values such as tolerance, inclusivity, and ethical decision-making within the framework of Islamic education.
Novelty/Originality of this study: This study uniquely integrates the PBL model into moral creed education, addressing a critical gap in research on cultivating religious moderation attitudes in Islamic educational contexts. By emphasizing active learning and real-world problem-solving, it offers a novel pedagogical approach that aligns with contemporary educational goals of fostering critical thinking and social harmony. The findings provide valuable insights for educators and policymakers seeking to promote moderate religious values in increasingly diverse and pluralistic societies.
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