Implementation of Problem-Based Learning (PBL) in Islamic Religious Education (PAI) at Higher Education Institutions to Enhance Students' Moderate Attitudes

Muhammad Aditya Firdaus Firdaus; Supiana Supiana; Uus Ruswandi; Mohamad Erihadiana; Opik Abdurrahman Taufik

doi:10.55227/ijhess.v4i3.1253

Authors

Muhammad Aditya Firdaus Firdaus Islamic Education Doctoral Program, Postgraduate UIN Sunan Gunung Djati Bandung, Indonesia
Supiana Supiana Islamic Education Doctoral Program, Postgraduate UIN Sunan Gunung Djati Bandung, Indonesia
Uus Ruswandi Islamic Education Doctoral Program, Postgraduate UIN Sunan Gunung Djati Bandung, Indonesia
Mohamad Erihadiana Islamic Education Doctoral Program, Postgraduate UIN Sunan Gunung Djati Bandung, Indonesia
Opik Abdurrahman Taufik National Research and Innovation Agency (BRIN), Indonesia

DOI:

https://doi.org/10.55227/ijhess.v4i3.1253

Keywords:

Problem Based Learning (PBL), Moderate Attitude, PAI Learning, Univesity

Abstract

This study is motivated by the issue of low levels of moderate attitudes among university students. The aim of this research is to determine the implementation of the Problem-Based Learning (PBL) Model in religious education at higher education institutions to enhance students' moderate attitudes. The research employs a Mixed Methods Research approach with a sequential explanatory design. The sample consists of 70 management students at Universitas Islam Nusantara. Data collection techniques include questionnaires, interviews, observations, and documentation studies. Quantitative data analysis employs simple regression analysis, while qualitative data analysis uses data reduction, data presentation, and conclusion drawing or verification. Based on the results, it can be concluded that the implementation of the PBL model in religious education significantly influences the enhancement of students' moderate attitudes. This is evidenced by a significance value of 0.001, which is less than the probability value of 0.05, and a coefficient of determination (R Square) of 0.234. This indicates that the contribution of the independent variable (PBL model in religious education) to the dependent variable (students' moderate attitudes) is 23.40%.

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