The Implementation of Problem-Based Learning (PBL) Model to Enhance Understanding and Critical Thinking of Students on the Topic of Asmaul Husna Al Ar Razaq in Grade 3 at SDN 087981 Sibolga

Abstract

Abstract: This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model in improving students' understanding and critical thinking skills on the topic of Asmaul Husna, specifically Al Ar Razaq, in a Grade 3 class at SDN 087981 Sibolga. The research was conducted using a classroom action research (CAR) methodology in two cycles. Data were collected through observation, tests, and student interviews to assess the progress in both understanding and critical thinking. The findings indicate that the implementation of PBL significantly enhanced students' comprehension of the subject matter and their ability to think critically. The interactive nature of PBL, which encourages problem-solving and collaboration, made the learning process more engaging and meaningful for students. Based on these results, it is recommended that PBL be incorporated into religious education, particularly in teaching Asmaul Husna, to foster both cognitive and critical thinking development.