PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENERAPKAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN PEMAHAMAN SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM: STUDI KASUS DI SMK SWADHIPA 2 NATAR

IKA, YUNITA DEWI (2026) PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENERAPKAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN PEMAHAMAN SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM: STUDI KASUS DI SMK SWADHIPA 2 NATAR. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan peran guru Pendidikan Agama Islam (PAI) dalam menerapkan model Problem Based Learning (PBL) serta dampaknya terhadap pemahaman siswa. Penelitian ini menggunakan pendekatan kualitatif deskriptif yang dilaksanakan di SMK Swadhipa 2 Natar. Subjek penelitian terdiri atas guru PAI sebagai informan utama dan siswa Kelas 11 TKJ 1 sebagai informan pendukung. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Dalam uji keabsahan data menggunakan triangulasi, dengan triangulasi teknik dan triangulasi sumber. Hasil penelitian menunjukkan bahwa guru PAI berperan penting sebagai fasilitator dan motivator dalam penerapan model Problem Based Learning. Guru merancang masalah yang kontekstual, mengorganisasi kegiatan diskusi, membimbing penyelidikan kelompok, serta memberikan motivasi dan penguatan kepada siswa selama proses pembelajaran. Penerapan PBL mampu mendorong siswa untuk lebih aktif, kritis, dan terlibat dalam pembelajaran PAI. Pemahaman siswa mengalami peningkatan, khususnya dalam kemampuan menjelaskan materi, mengaitkan konsep dengan kehidupan sehari-hari, serta menyimpulkan nilai-nilai keislaman yang dipelajari. Meskipun demikian, pelaksanaan PBL masih menghadapi beberapa kendala, seperti perbedaan tingkat keaktifan siswa dan keterbatasan waktu pembelajaran. Peran guru PAI dalam menerapkan model Problem Based Learning memiliki kontribusi positif terhadap peningkatan pemahaman siswa. Penelitian ini diharapkan dapat menjadi referensi bagi guru dalam mengembangkan strategi pembelajaran PAI yang inovatif dan kontekstual. ABSTRACT This study aims to describe the role of Islamic Religious Education (PAI) teachers in implementing the Problem Based Learning (PBL) model and its impact on student understanding. This study uses a descriptive qualitative approach implemented at SMK Swadhipa 2 Natar. The research subjects consisted of PAI teachers as the main informants and Grade 11 TKJ 1 students as supporting informants. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used the interactive model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions. In testing the validity of the data, triangulation was used, with triangulation techniques and triangulation sources. The results of the study indicate that PAI teachers play an important role as facilitators and motivators in the implementation of the Problem Based Learning model. Teachers design contextual problems, organize discussion activities, guide group investigations, and provide motivation and reinforcement to students during the learning process. The implementation of PBL can encourage students to be more active, critical, and involved in PAI learning. Student understanding has increased, especially in the ability to explain material, relate concepts to everyday life, and conclude the Islamic values learned. However, the implementation of PBL still faces several obstacles, such as differences in student engagement and limited learning time. The role of Islamic Religious Education teachers in implementing the Problem-Based Learning model has positively contributed to improving student understanding. This research is expected to serve as a reference for teachers in developing innovative and contextual Islamic Religious Education learning strategies.

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