Student Centered Learning in Islamic Education: The Impact of Problem-Based Learning on Engagement and Achievement

Lukman Khakim; Aang Kunaepi

doi:10.21580/rjtpd.v4i01.24880

Authors

Lukman Khakim Sekolah Menengah Pertama Negeri 1 Kalinyamatan, Indonesia
Aang Kunaepi Universitas Islam Negeri Walisongo Semarang, Indonesia

DOI:

https://doi.org/10.21580/rjtpd.v4i01.24880

Abstract

This study aims to understand in depth the process of improving student activity and learning outcomes through the application of the Problem Based Learning (PBL) model in Islamic Religious Education learning in class VII A of SMPN 1 Kalinyamatan, as well as identifying the dynamics of implementing adaptive learning strategies to student needs in the context of classroom learning. This study uses the Classroom Action Research (CAR) method which is implemented in two cycles, including the planning stage, action implementation, observation, and reflection. The research subjects are students of class VII A of SMPN 1 Kalinyamatan. Data were collected through observation of student learning activities, learning outcome tests, interviews, documentation, and field notes. Data analysis was carried out descriptively quantitatively and qualitatively to determine changes in student activity and learning outcomes in each cycle. The results showed that in the pre-cycle stage student activity was still low with a percentage of activity of 28%, an average value of 64.12, and learning completeness of 46.87%. After the implementation of PBL in the first cycle, there was an increase in student activity to 40.6%, the average score to 70.45, and learning completion reached 56.25%, although the implementation of learning still faced obstacles in group participation and understanding of PBL stages. In the second cycle, after improvements in learning strategies through the use of video media, strengthening teacher scaffolding, simplifying LKPD, and providing rewards, student activity increased to more than 85%, the average score reached 82, and learning completion increased to 90.63%. The research findings show that the implementation of PBL can significantly improve student activity, learning outcomes, communication skills, cooperation, and courage in expressing opinions. This research contributes to providing an adaptive and contextual Problem Based Learning implementation model to improve the quality of Islamic Religious Education learning at the junior high school level.

Keywords: student centered learning, Islamic education, problem-based learning, student engagement and achievemen

Downloads

Download data is not yet available.

References

Alonso, F., López, G., Manrique, D., & Viñes, J. M. (2008). Learning objects, learning objectives and learning design. Innovations in education and teaching international, 45(4), 389-400.

Alsaleh, N. J. (2020). Teaching critical thinking skills: Literature review. Turkish Online Journal of Educational Technology-TOJET, 19(1), 21-39.

Anggraeni, D. M., Prahani, B. K., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023). Systematic review of problem based learning research in fostering critical thinking skills. Thinking Skills and Creativity, 49, 101334.

Gorghiu, G., Drăghicescu, L. M., Cristea, S., Petrescu, A. M., & Gorghiu, L. M. (2015). Problem-based learning-an efficient learning strategy in the science lessons context. Procedia-social and behavioral sciences, 191, 1865-1870.

Gürses, A., Sahin, E., & Güneş, K. (2022). Investigation of the Effectiveness of the Problem-Based Learning (PBL) Model in Teaching the Concepts of. Education Quarterly Reviews, 5(2).

H. S. Scott, H. M., & Hassan, H. (2022). Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications. Malaysian Journal of Learning and Instruction, 19(1), 147-181.

Hang, N. T. T. (2025). Character Education Strategies in Shaping Noble Morality of Students in Madrasah Ibtidaiyah. International Journal of Islamic Education, Research and Multiculturalism (IJIERM), 7(3), 1139-1157.

Harefa, D., Sarumaha, M., Telaumbanua, K., Telaumbanua, T., Laia, B., & Hulu, F. (2023). Relationship student learning interest to the learning outcomes of natural sciences. International Journal of Educational Research & Research, 240-246.

Hazratifard, M., Gebali, F., & Mamun, M. (2022). Using machine learning for dynamic authentication in telehealth: A tutorial. Sensors, 22(19), 7655.

Ishida, A., & Sekiyama, T. (2024, October). Variables influencing students' learning motivation: Critical literature review. In Frontiers in Education (Vol. 9, p. 1445011). Frontiers Media SA.

Jaganathan, S., Bhuminathan, S., & Ramesh, M. (2024). Problem-based learning–An overview. Journal of Pharmacy and Bioallied Sciences, 16(Suppl 2), S1435-S1437.

Jiang, H. (2022). Modern and contemporary literature courses in colleges and universities using the teaching mode of deep learning. Mobile Information Systems, 2022(1), 3517022.

Kerr, M. S., Rynearson, K., & Kerr, M. C. (2006). Student characteristics for online learning success. The Internet and Higher Education, 9(2), 91-105.

Kocagul, M. (2024). Learning Activity Matters: Tips for Student Engagement. Participatory Educational Research, 11(1). Jaboob, M., Hazaimeh, M., & Al-Ansi, A. M. (2025). Integration of generative AI techniques and applications in student behavior and cognitive achievement in Arab higher education. International journal of human–computer interaction, 41(1), 353-366.

Kumar, A., & Sharma, A. (2023). Observation method: A review study. Library Philosophy and Practice (e-journal), 7820, 1-14.

Lantada, A. D. (2022). Engineering education 5.0: Strategies for a successful transformative project-based learning. Insights into global engineering education after the birth of Industry, 5, 19.

Li, R., Lund, A., & Nordsteien, A. (2023). The link between flipped and active learning: A scoping review. Teaching in Higher Education, 28(8), 1993-2027.

Lubis, L. H., Febriani, B., Yana, R. F., Azhar, A., & Darajat, M. (2023). The use of learning media and its effect on improving the quality of student learning outcomes. International Journal Of Education, Social Studies, And Management (IJESSM), 3(2), 7-14.

Matović, N., & Ovesni, K. (2023). Interaction of quantitative and qualitative methodology in mixed methods research: integration and/or combination. International Journal of Social Research Methodology, 26(1), 51-65.

Mayasari, A., Arifudin, O., Juliawati, E., & Kartika, I. (2022). Implementation of the problem based learning (PBL) model in increasing learning activity. Journal of Tahsinia, 3(2), 167-175.

Misqa, L., Oviana, W., Hayati, Z., & Jannah, M. (2024). Improving Student Learning Outcomes in Mathematics Learning through a Contextual Teaching and Learning Approach in Elementary Schools. Journal of Indonesian Primary School, 1(2), 19-26.

Nasir, T. M., Sabarudin, M., Sugiana, Y., Yasir, M., Mahmud, M., & Supendi, P. (2026). Integrating Student-Centered Approaches in Islamic Education: A Case Study of SMPN 1 Kadipaten, Indonesia. AL-ISHLAH: Journal of Education, 18(1).

Riinawati, R. (2022). The concept of Islamic education management from the perspective of the Qur'an and al-hadith. Tafkir: Interdisciplinary Journal of Islamic Education, 3(2), 148-162.

Salam, M. A., Al-Amin, M. Y., Pawar, J. S., Akhter, N., & Lucy, I. B. (2023). Conventional methods and future trends in antimicrobial susceptibility testing. Saudi journal of biological sciences, 30(3), 103582.

Sari, M., & Rosidah, A. (2023). Implementation of the Problem Based Learning (PBL) Learning Model on Elementary Social Studies Learning Outcomes. Indonesian Educator Scientific Journal, 2(1), 8-17.

Saryanto, S., Retnaningsih, R., Nofirman, N., Muhammadiah, M. U., & Yuniwati, I. (2023). Analysis the role of school culture in shaping the personality and character of students. Editor: Journal of Educational Management, 5(2), 477-482.

Stewart de Ramirez, S., Shallat, J., McClure, K., Foulger, R., & Barenblat, L. (2022). Screening for social determinants of health: active and passive information retrieval methods. Population health management, 25(6), 781-788.

Wang, L. (2023). The impact of student-centered learning on academic motivation and achievement: A comparative research between traditional instruction and student-centered approach. Journal of Education, Humanities and Social Sciences, 22(1), 346-353.

Wardianti, R., & Rini, T. P. W. (2024). Improving student activities and learning outcomes using PBL, TGT models and experimental methods for elementary school students. Journal Educational Research and Development| E-ISSN: 3063-9158, 1(1), 23-32.

Widiastuti, I. A. M. S., Mantra, I. B. N., Utami, I. L. P., Sukanadi, N. L., & Susrawan, I. N. A. (2023). Implementing problem-based learning to develop students' critical and creative thinking skills. JPI (Indonesian Journal of Education), 12(4), 658-667.

Wijnen-Meijer, M., Brandhuber, T., Schneider, A., & Berberat, P. O. (2022). Implementing Kolb's experiential learning cycle by linking real experience, case-based discussion and simulation. Journal of medical education and curricular development, 9, 23821205221091511.

Yeo, S. (2024). The application of cognitive teaching and learning strategies to instruction in medical education. Korean Medical Education Review, 26(1), S1-S12.

Zhang, S., Gao, Q., Sun, M., Cai, Z., Li, H., Tang, Y., & Liu, Q. (2022). Understanding student teachers' collaborative problem solving: Insights from an epistemic network analysis (ENA). Computers & Education, 183, 104485. Mubin, M. N., Kim, M., & Fauziah, A. (2023). Cluster-Mentoring for Sustainable Competency: A Case Study of PTK Training for Islamic Education Teachers in Junior High Schools. Journal of Islamic Religious Education, 20(1), 51-65.

Zhang, Z., He, X., Yan, W., Shen, A., Zhao, C., & Wang, X. (2026). Soft thinking: Unlocking the reasoning potential of llms in continuous concept space. Advances in Neural Information Processing Systems, 38, 168990-169012.