Implementasi Model Problem Based Learning (Pbl) Dalam Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Pai Di Sman 4 Kota Bima

Based on the preliminary observations conducted by the researcher at SMAN 4 Kota Bima, it was found that the Problem-Based Learning (PBL) model has been implemented by the Islamic Religious Education (PAI) teacher during the learning process in order to enhance students’ critical thinking skills. However, some students are still less capable of thinking critically due to differences in their levels of understanding. The purpose of this study is to examine the implementation of the Problem-Based Learning (PBL) model in improving students’ critical thinking skills in the subject of Islamic Religious Education (PAI), as well as to identify the supporting and inhibiting factors in the implementation of the Problem-Based Learning (PBL) model in enhancing students’ critical thinking skills in Islamic Religious Education at SMAN 4 Kota Bima. In this study, data were obtained through interviews, observations, and documentation. Data analysis was conducted using Miles and Huberman’s theory, which includes data condensation, data display, and data verification. The results of the study indicate that the Problem-Based Learning (PBL) model has been implemented in Islamic Religious Education (PAI), particularly in the topic of juvenile delinquency. In the teaching and learning process, the teacher acts only as a facilitator while students are given the opportunity to independently identify problems and find answers related to the learning material through discussion. The aim is for students to be able to think critically and deepen their own understanding.