Implementing Problem-Based Learning to Enhance Motivation and Skills among Islamic Education Students
Keywords:
problem-based learning, islamic education, learning motivation, critical thinking, collaborative learningAbstract
This study examines the implementation of Problem-Based Learning (PBL) as a student-centered instructional model for enhancing motivation and core learning skills among Islamic education students. Responding to the persistence of lecture-dominated instruction, the study employs a qualitative literature review by systematically identifying, selecting, and synthesizing scholarly publications on PBL, learning motivation, critical thinking, collaborative learning, and Islamic education. The review indicates that PBL can strengthen students’ motivation by connecting Islamic concepts with authentic social and moral issues, while promoting autonomy, collaboration, reflective inquiry, and evidence-based reasoning. Beyond its commonly reported educational benefits, the synthesis highlights that PBL aligns with key objectives of Islamic education by integrating cognitive development, ethical decision-making, character formation, and social responsibility through contextual problem-solving. However, its effectiveness depends on carefully designed problems, lecturer facilitation, adequate learning resources, and assessment strategies aligned with both academic and moral learning outcomes. The study concludes that PBL is pedagogically relevant for Islamic education when implemented through contextual, value-oriented, and well-scaffolded learning experiences.
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