Enhancing Students’ Historical Understanding of Early Islamic Civilization Through Problem-Based Learning at MTs Ar Rohman Tegalrejo

Abstract

This classroom action research aims to improve students’ understanding and engagement in the subject of Sejarah Kebudayaan Islam (SKI), specifically on the topic of Early Islamic Civilization, through the implementation of the Problem-Based Learning (PBL) model at MTs Ar Rohman Tegalrejo. The study was conducted in two cycles, each consisting of the stages of planning, action, observation, and reflection. The participants were 28 eighth-grade students who had previously shown low motivation and limited analytical skills in understanding historical concepts and events in SKI lessons.

Data were collected through observation sheets, student worksheets, field notes, and learning outcome tests. The findings revealed a significant improvement in students’ historical understanding as well as their ability to interpret, analyze, and connect events in early Islamic history with contemporary contexts. In Cycle I, students demonstrated increased participation and initial improvement in problem-solving skills, although some students still struggled to articulate historical arguments. Adjustments were made in Cycle II by providing more structured guiding questions and collaborative activities.

As a result, students showed higher engagement, more active involvement in discussions, and better performance in completing PBL tasks. Their test scores improved from an average of 68.2 in Cycle I to 82.5 in Cycle II, indicating a meaningful enhancement in learning outcomes. The implementation of PBL also encouraged students to develop critical thinking, teamwork, and historical reasoning—skills that are essential in mastering SKI.

Overall, the study concludes that Problem-Based Learning effectively enhances both achievement and engagement in learning Islamic history. It helps transform the classroom environment into a more interactive, student-centered space where learners actively construct knowledge rather than passively receive information. This research highlights the potential of PBL as a relevant and innovative instructional strategy for SKI classrooms in Islamic junior high school