Enhancing Divergent Thinking Skills through Video Assisted Problem Based Learning in Islamic Cultural History at Junior High School

Gusrina Fadhila; Demina Demina; Syahrur Ramli; Eliwatis Eliwatis; Raudatul Hafiza; Natasya Aprilia Putri

doi:10.21580/rjtpd.v3i02.33625

Authors

Gusrina Fadhila UIN Mahmud Yunus Batusangkar, Indonesia
Demina Demina UIN Mahmud Yunus Batusangkar, Indonesia
Syahrur Ramli UIN Mahmud Yunus Batusangkar, Indonesia
Eliwatis Eliwatis UIN Mahmud Yunus Batusangkar, Indonesia
Raudatul Hafiza UIN Mahmud Yunus Batusangkar, Indonesia
Natasya Aprilia Putri UIN Mahmud Yunus Batusangkar, Indonesia

DOI:

https://doi.org/10.21580/rjtpd.v3i02.33625

Abstract

This study examines the effectiveness of video assisted Problem Based Learning (PBL) in improving students’ divergent thinking skills in Islamic Religious Education (IRE) subject, focusing on Islamic Cultural History at Junior High School 4 Batusangkar. Traditional PBL often struggles to engage students in exploring diverse perspectives and problem sources, which limits their ability to generate various, original, and flexible ideas regarding historical Islamic events. If not addressed, students may find it difficult to develop critical and creative solutions. To overcome this, the research introduces a video-assisted PBL model designed to support divergent thinking. The study uses a quantitative, quasi-experimental method involving 126 seventh-grade students divided into experimental and control groups. Data collection involved pretests, posttests, observation, and documentation. Analyses included normality and homogeneity tests, paired sample t-tests, independent sample t-tests, and N-Gain analysis using SPSS 26. The paired sample t-test showed a significance of 0.00<0.05, indicating an improvement in divergent thinking. The independent sample t-test resulted in a significance of 0.017<0.05, showing a significant difference between groups, while the N-Gain score was 0.75. This study contributes to SKI education by showing that the use of video within PBL can provide a practical approach to strengthening students’ fluency, flexibility, originality, and elaboration. It also broadens the role of PBL in Islamic Cultural History learning by moving beyond content understanding and creating learning experiences that encourage students to develop divergent thinking through active, contextual, and collaborative activities

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