The Implementation of Problem-Based Learning in Islamic Cultural History Education Based on the Independent Curriculum Deep Learning Teaching Module at Madrasah Aliyah

Abstract

Islamic Cultural History (ISH) learning plays a crucial role in developing students historical understanding and internalizing Islamic values. However, in practice, ISH learning is often perceived as uninteresting, resulting in low student interest and motivation. This study aims to describe and analyze the implementation of the Problem-Based Learning (PBL) model in ISH learning based on the Independent Curriculum teaching module at Madrasah Aliyah (Islamic Senior High School). This study used a descriptive qualitative approach with data collection techniques including learning observations, interviews with ISH subject teachers, and analysis of module documents. The results show that ISH learning has been systematically designed through the Independent Curriculum teaching module and implemented using the PBL model. The application of PBL can increase the activeness and involvement of some students in discussions and problem-solving. However, the implementation of PBL is not yet fully optimal due to the low learning interest of some students, limited historical literacy, and limited learning support facilities. The conclusion of this study indicates that the PBL model has the potential to improve the quality of ISH learning if supported by consistent learning planning, adaptive mentoring strategies, and adequate learning facilities. Therefore, it is recommended that SKI teachers optimize the implementation of PBL by strengthening student literacy, differentiating learning, and utilizing more varied learning media.