Pengembangan Model Pembelajaran PAI Berbasis Problem-Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa di SMA Negeri 1 Kabupaten Soppeng
Keywords:
Pendidikan Agama Islam, Problem-Based Learning, Berpikir Kritis, Pengembangan Model PembelajaranAbstract
Penelitian ini bertujuan mengembangkan model pembelajaran Pendidikan Agama Islam berbasis Problem-Based Learning untuk meningkatkan kemampuan berpikir kritis siswa di SMA Negeri 1 Soppeng. Latar belakang penelitian ini berangkat dari kebutuhan pembelajaran PAI yang tidak hanya menekankan penguasaan materi normatif-keagamaan, tetapi juga membentuk kemampuan siswa dalam menganalisis persoalan keagamaan dan sosial secara rasional, etis, kontekstual, serta bertanggung jawab. Dalam praktik pembelajaran, PAI masih sering dipahami sebagai mata pelajaran yang berorientasi pada hafalan dalil, konsep akhlak, dan jawaban tunggal, sehingga ruang bagi siswa untuk menguji argumen, membandingkan sumber, menilai persoalan aktual, dan merumuskan solusi belum sepenuhnya optimal. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi pengembangan model konseptual berbasis kebutuhan lapangan. Data dikumpulkan melalui wawancara semi-terstruktur dengan guru PAI, siswa, dan unsur kurikulum sekolah, serta diperkuat melalui observasi pembelajaran dan telaah dokumen perangkat ajar. Analisis data dilakukan secara tematik melalui kondensasi data, pengodean, kategorisasi, interpretasi, dan perumusan model. Hasil penelitian menunjukkan bahwa model pembelajaran PAI berbasis Problem-Based Learning perlu dikembangkan melalui enam tahap utama, yaitu orientasi masalah keagamaan-kontekstual, klarifikasi konsep dan nilai, penyelidikan berbasis sumber, dialog argumentatif, perumusan solusi etis, serta refleksi dan tindak lanjut karakter. Model ini dinilai relevan karena mampu menggeser pembelajaran PAI dari pola transmisi menuju proses inkuiri, diskusi, dan pengambilan keputusan moral berbasis alasan. Pengembangan model juga menegaskan pentingnya peran guru sebagai perancang masalah, fasilitator berpikir, penjaga akurasi nilai Islam, dan evaluator proses bernalar siswa. Kendala utama meliputi keterbatasan waktu, variasi kesiapan siswa, dominasi budaya jawaban instan, dan belum optimalnya asesmen berpikir kritis. Penelitian ini menyimpulkan bahwa PBL dalam pembelajaran PAI efektif dikembangkan apabila masalah yang digunakan autentik, sumber belajar beragam, dialog kelas terarah, dan asesmen menilai kualitas penalaran, bukan sekadar ketepatan jawaban akhir
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