Implementation of Problem-Based Learning in Islamic Religious Education: A Systematic Literature Review Study

Wa Ode Kurniati

doi:10.59890/ijels.v3i11.196

Authors

Wa Ode Kurniati Universitas Muhammadiyah Malang

DOI:

https://doi.org/10.59890/ijels.v3i11.196

Keywords:

Learning Model, PBL, Learning Outcomes, Islamic Religious Education, Digital Technology

Abstract

This study aims to systematically examine the implementation of Problem-Based Learning in Islamic Religious Education (IRE) learning through the Systematic Literature Review approach. The research background is based on the need for learning strategies that are relevant to the characteristics of the digital generation, as well as the demands of strengthening character and high-level thinking skills. By utilizing data from Google Scholar using the Publish or Perish application and the Covidence application, 27 relevant studies were obtained and analyzed using the PICOC-PRISMA criteria. The study's results show that the keyword "problem" is the most frequently used keyword by the authors. The implementation of PBL in IRE has diversified in terms of material (Akidah, Akhlak, Fiqh, Al-Qur'an, and Hadith), all educational levels, and the use of digital technology. In general, PBL has been proven to be effective in improving student learning outcomes in the cognitive, affective, and psychomotor. Although the integration of technology in PBL is still limited, the trend of its use is starting to increase along with the need for digital learning. This study concludes that PBL is a strategic and relevant approach to strengthen the quality of IRE learning in the era of education 4.0, as well as provide direction for pedagogical innovation in the future

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