The Effectiveness of Problem-Based Learning on Students’ Learning Outcomes in the Al-Qur’an Hadith Subject

Elok Riska Wardani; Nasrodin Nasrodin; M. Endy Fadlullah; Imam Mashuri

doi:10.54371/ainj.v7i1.1314

Authors

Elok Riska Wardani Student of the Islamic Religious Education Study Program, Universitas Islam Ibrahimy Banyuwangi, Indonesia
Nasrodin Nasrodin Lecturers of the Islamic Religious Education Study Program, Universitas Islam Ibrahimy Banyuwangi, Indonesia
M. Endy Fadlullah Lecturers of the Islamic Religious Education Study Program, Universitas Islam Ibrahimy Banyuwangi, Indonesia
Imam Mashuri Lecturers of the Islamic Religious Education Study Program, Universitas Islam Ibrahimy Banyuwangi, Indonesia

DOI:

https://doi.org/10.54371/ainj.v7i1.1314

Keywords:

Problem Based Learning, Constructivism, Cognitive learning outcomes, Higher-order thinking skills, Al-Qur’an Hadith

Abstract

This study aims to examine the effectiveness of constructivism-based Problem Based Learning (PBL) in improving students’ cognitive learning outcomes in the Al-Qur’an Hadith subject. The research employed a quantitative approach using a quasi-experimental nonequivalent control group design. The sample consisted of 35 eleventh-grade students selected through total sampling, including 17 students in the control group and 18 in the experimental group. The instrument used was a multiple-choice test that had been validated and tested for reliability. The results showed that the posttest mean score of the experimental class (86.11) was higher than that of the control class (79.12). The N-Gain analysis indicated moderate improvement in both groups, with scores of 0.53 for the experimental group and 0.36 for the control group. The t-test revealed a significant difference between the two groups (p < 0.05), particularly in analysis (C4) and evaluation (C5) skills. These findings indicate that constructivism-based PBL can support the development of higher-order thinking skills in Al-Qur’an Hadith learning.