Volume III: Education and Ecological Literacy

Development and Implementation of a Problem-Based Islamic Religious Education Learning Model to Enhance Social Sensitivity among Senior High School Students in Garut Regency, Indonesia

  • Luqman Al-Hakim Musthafa UIN Sunan Gunung Djati Bandung, Indonesia
  • Ahmad Sarbini UIN Sunan Gunung Djati Bandung, Indonesia
  • Mohamad Erihadiana UIN Sunan Gunung Djati Bandung, Indonesia
  • Cecep Suryana UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Islamic Religious Education; Educational Design Research; Design-Based Research; Problem-Based Learning; Social Sensitivity.

Abstract

The declining level of students' social sensitivity, reflected in reduced empathy, social concern, collaborative skills, and constructive conflict-resolution abilities, has become a significant challenge in the implementation of Islamic Religious Education (IRE) at the secondary school level. This condition indicates a gap between students' acquisition of Islamic knowledge and the actual application of Islamic values in their everyday social interactions. This study aims to develop, validate, and implement a Problem-Based Islamic Religious Education Learning Model to enhance the social sensitivity of senior high school students in Garut Regency, Indonesia, while examining its implementation in classroom learning. The study employed a qualitative approach using the Educational Design Research (EDR) or Design-Based Research (DBR) methodology, which is intended to systematically develop, validate, and implement a problem-based Islamic Religious Education learning model. The research comprised five stages: needs analysis, model design, validation, implementation, and reflective evaluation for continuous model refinement. Data were collected through in-depth interviews with Islamic Religious Education teachers and the Vice Principal for Curriculum Affairs, classroom observations, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing and verification. The findings reveal that the developed model integrates the syntax of Problem-Based Learning (PBL) with Islamic values and social sensitivity indicators through six instructional phases: problem orientation, problem analysis from an Islamic perspective, collaborative inquiry, solution design, reflection, and social action. The implementation of the model enhanced students' active participation, critical thinking, empathy, social responsibility, tolerance, collaboration, and accountability. This study concludes that the Problem-Based Islamic Religious Education Learning Model constitutes a valid, practical, and contextually relevant pedagogical innovation for strengthening students' social sensitivity. Furthermore, it contributes to the advancement of Islamic Religious Education learning theory, supports the implementation of the Merdeka Curriculum, reinforces the Pancasila Student Profile, and promotes character education grounded in Islamic values.

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