The Effect of Problem-Based Learning on Aqidah Akhlak Learning Outcomes among Grade VIII Students

Abstract

This study was motivated by the low cognitive and affective learning outcomes of Grade VIII students in the Aqidah Akhlak subject, which were associated with teacher-centred and expository learning practices that tended to make students passive. This study aimed to examine the effect of the Problem-Based Learning (PBL) model on the cognitive and affective learning outcomes of Grade VIII students at MTsN 3 Padang City. A quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design was employed. The sample consisted of 48 students, comprising 26 students in the experimental class (VIII.3) who received PBL and 22 students in the control class (VIII.4) who received direct instruction. Data were collected using a validated cognitive achievement test and an affective questionnaire, supported by systematic classroom observations. Instrument validity was established through expert judgment and empirical testing, while reliability was assessed prior to implementation. Data were analysed using normality and homogeneity tests, followed by an independent-samples t-test. The results showed that the cognitive posttest mean of the experimental class was 89.31, higher than that of the control class at 72.41, with a significance value of 0.000 (< 0.05). Similarly, the affective posttest mean of the experimental class was 88.19, compared with 78.50 in the control class. These findings indicate that the PBL model was more effective than direct instruction in improving both cognitive and affective learning outcomes in Aqidah Akhlak among Grade VIII students. The findings support the use of PBL as an alternative student-centred learning model for strengthening students' academic achievement and affective development.