The Effect of Blended Problem-Based Learning on Strengthening Islamic Character Values: A Meta-Analysis of Islamic Education Studies

Wahono Wahono; Sholehuddin Sholehuddin; Burhan Efendi; Tomi Apra Santosa; Anwar Manahor

doi:10.35445/alishlah.v17i4.7555

The Effect of Blended Problem-Based Learning on Strengthening Islamic Character Values: A Meta-Analysis of Islamic Education Studies

Wahono Wahono, Sholehuddin Sholehuddin, Burhan Efendi, Tomi Apra Santosa, Anwar Manahor

Abstract

Islamic character education is a critical component of Islamic Religious Education (IRE), aiming to cultivate values such as honesty, responsibility, and social concern. In response to the challenges of modern education, Blended Problem-Based Learning (Blended-PBL) is proposed as an innovative approach to foster these values among students. This study employs a meta-analysis approach to examine the effect of Blended-PBL on strengthening Islamic character values in students. A systematic literature search was conducted across ERIC, Scopus, Wiley, and Google Scholar databases for studies published between 2020 and 2025. Of 119 articles identified, 10 met the inclusion criteria. Data were analyzed using the JASP software, applying a random-effects model to calculate pooled effect sizes and assess heterogeneity and publication bias. The analysis revealed a significant positive effect of Blended-PBL on strengthening Islamic character values (pooled effect size = 0.692; t = 6.403; p < 0.001), with moderate to high effect sizes across studies. The heterogeneity test indicated variation among studies (Q = 29.124; p < 0.001), justifying the use of a random-effects model. Egger’s test showed no evidence of publication bias (p = 0.078). Findings suggest that Blended-PBL is an effective pedagogical model in IRE contexts, supporting not only cognitive development but also character formation. This model integrates reflective, contextual learning with digital flexibility, offering practical implications for value-based Islamic education in higher institutions.

Keywords

blended learning; problem-based learning; Islamic character; PAI learning; meta-analysis

References

Abduh, A., Basri, M., Shafa, Patak, A. A., & Rosmaladewi. (2020). Voices of english department students on multicultural values in an indonesian islamic higher education. International Journal of Language Education, 4(3), 459–468. https://doi.org/10.26858/ijole.v4i3.17829

Al Arood, M. A. S., Aljallad, M. Z., & Baioumy, N. (2020). The effectiveness of a cloud-based learning program in developing reflective thinking skills in Islamic education among students in UAE. International Journal of Education and Practice, 8(1), 158–173. https://doi.org/10.18488/journal.61.2020.81.158.173

Ali, M., Nurhayati, R., Wantu, H. M., Amri, M., & Santosa, T. A. (2024). The Effectiveness of Jigsaw Model Based on Flipped Classroom to Improve Students ’ Critical Thinking Ability in Islamic Religious Education Learning. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 8(5), 1069–1078. https://doi.org/10.31004/obsesi.v8i5.6190

Anshori, I. (2021). Problem-Based Learning Remodelling Using Islamic Values Integration and Sociological Research in Madrasas. International Journal of Instruction, 14(2), 421–442. https://doi.org/10.29333/iji.2021.14224a

Assa’idi, S. (2021). Religious education curriculum in indonesian islamic university in the digital age: Incepting thematic alquran of fadlur rahman. Journal of Social Studies Education Research, 12(3), 294–311.

Ayaz, M. F., & Söylemez, M. (2015). The effect of the project-based learning approach on the academic achievements of the students in science classes in Turkey: A meta-analysis study. Egitim ve Bilim, 40(178), 255–283. https://doi.org/10.15390/EB.2015.4000

Badawi et al. (2023). Integration of Blended Learning and Project-Based Learning (BPjBL) on Achievement of Students’ learning goals: A Meta-analysis study. Pegem Journal of Education and Instruction, 13(4). https://doi.org/10.47750/pegegog.13.04.32

BAYRAM, H., & DEVECİ, H. (2022). The Effect of Problem-Based Learning on Students’ Entrepreneurship Level in Social Studies Course. International Journal of Contemporary Educational Research, 9(2), 359–377. https://doi.org/10.33200/ijcer.1056504

Bima, M., Fauzan, A., Widayanti, E. Y., & Daryono, R. W. (2024). Improving Students ’ Problem-Solving Ability in the Concept of Tolerance through Problem-Based and Cooperative Learning in Islamic Education. 9(3), 2038–2046.

Boonchom, O. (2024). Enhancing Student Engagement in Islamic Studies : The Impact of Traditional Islamic Teaching and Problem-Based Learning Approaches. Journal of Islamic Studies Prince of Songkla University, 15(2).

Borenstein, M., Hedges, L., & Rothstein, H. (2007). Introduction to Meta-Analysis. www.Meta-Analysis.com

Chaidam, O., & Poonputta, A. (2022). Learning Achievement Improvement of 1st Grade Students by Using Problem-Based Learning (PBL) on TPACK MODEL. Journal of Education and Learning, 11(2), 43. https://doi.org/10.5539/jel.v11n2p43

Dora Wijayati, R., Dahlan, A., Kolektor, J., Selatan, R., Banguntapan, K., Bantul, K., & Istimewa Yogyakarta, D. (2022). Developing Islamic-values-based PowToon learning media for Muhammadiyah kindergarten teachers: COVID-19 and TEYL. English Language Teaching Educational Journal, 5(2), 103–118. https://doi.org/10.12928/eltej.v5i2.6475http://journal2.uad.ac.id/index.php/eltej/index

Eljabily, L. J. A., & Al-Shehri, O. Q. S. (2024). The Effectiveness of Blended Learning in Developing Secondary School Students’ Islamic Culture Concepts and Higher-Order Thinking Skills. Pakistan Journal of Life and Social Sciences, 22(1), 6252–6271. https://doi.org/10.57239/PJLSS-2024-22.1.00462

Fajrie, N., Purbasari, I., & Sholikhan, M. (2023). Correlation Studies between Self-Efficacy and Art Creation on Visual Impairment Group: A Meta-Analysis. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1653–1663. https://doi.org/10.35445/alishlah.v15i2.3064

Fauzan, U., & Saparuddin, M. (2023). Discourse-based Teaching in English Classrooms in the Indonesian Islamic Universities. Eurasian Journal of Applied Linguistics, 9(3), 73–82. https://doi.org/10.32601/ejal.903007

Firdaus, M. A., Ruswandi, U., Erihadiana, M., Abdurrahman, O., Education, I., Program, D., & Author, C. (2019). Implementation of Problem-Based Learning (PBL) in Islamic Religious Education (PAI) at Higher Education Institutions to Enhance Students’ Moderate Attitudes. International Journal Of Humanities Education And Social Sciences (IJHESS), 4(3), 1372–1382.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001

Hamzah, Tambak, S., Hamzah, M. L., Purwati, A. A., Irawan, Y., & Umam, M. I. H. (2022). Effectiveness of Blended Learning Model Based on Problem-Based Learning in Islamic Studies Course. International Journal of Instruction, 15(2), 775–792. https://doi.org/10.29333/iji.2022.15242a

Hidayat, I. W., Amin, S., Mkumbachi, R. L., Shobah, W. N., Indriansyah, R. T., & Kurniawan, M. A. (2023). Development of Science-Islamic Integrated Disaster Geography Textbooks and Effect on Students’ Learning Outcomes. Jurnal Geografika (Geografi Lingkungan Lahan Basah), 4(1), 23. https://doi.org/10.20527/jgp.v4i1.8587

Hussien, S., Wahab, M. K. A., & Hashim, R. (2021). Improving Students’ Inquiry Skills in Islamic Education Through Hikmah Pedagogy and Community of Inquiry. Malaysian Journal of Learning and Instruction, 18(2), 189–214. https://doi.org/10.32890/mjli2021.18.2.7

Ichsan, I., Suharyat, Y., Santosa, T. A., & Satria, E. (2023). Effectiveness of STEM-Based Learning in Teaching 21 st Century Skills in Generation Z Student in Science Learning: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(1), 150–166. https://doi.org/10.29303/jppipa.v9i1.2517

Irwandi, Santoso, S., Sakroni, Lukitasari, M., & Hasan, R. (2022). School-community Collaboration in Inquiry-based Learning to Strengthen Religious Character and Improve Learning Outcome of Students. International Journal of Instruction, 15(3), 913–930. https://doi.org/10.29333/iji.2022.15349a

Jamilah, S. (2021). Moderate islamic education to enhance nationalism among Indonesian Islamic student organizations in the era of society 5.0. Journal of Social Studies Education Research, 12(3), 79–100.

Karwadi, K., Zakaria, A. R., & Syafii, A. (2024). A review of the effects of active learning on high order thinking skills: a meta-analysis within islamic education. Journal of Education and Learning, 18(1), 97–106. https://doi.org/10.11591/edulearn.v18i1.20895

Mahfudz, M., & Sukarno, S. (2023). The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students. Journal of Education and Learning, 17(2), 221–228. https://doi.org/10.11591/edulearn.v17i2.20782

Muhajir, A. (2022). Inclusion of pluralism character education in the Islamic modern boarding schools during the pandemic era. Journal of Social Studies Education Research, 13(2), 196–220.

Muhajir, M., Tambak, S., Sukenti, D., Husti, I., Zamsiswaya, Z., Sawaluddin, S., Syarif, M., Harahap, M., Rokan, I., Batu, B., Jl Bagan Sinembah, R., Makmur, B., Bagan Sinembah, K., & Rokan Hilir, K. (2024). Development of Madrasa Teacher Leadership Competency: Involving Project-Based Learning Methods in Students-Centered Learning. Universitas Islam Negeri Sultan Syarif Kasim Riau. Jl. KH. Ahmad Dahlan, 14(3), 243–255. https://doi.org/10.47750/pegegog.14.03.23

Muslimin, Indra Putri, R. I., Zulkardi, & Aisyah, N. (2020). Learning integers with realistic mathematics education approach based on islamic values. Journal on Mathematics Education, 11(3), 363–384. https://doi.org/10.22342/JME.11.3.11721.363-384

Muzammil, S. (2019). Exposing Islamic Character Values at English for Islamic Studies (EIS) Class. Dinamika Ilmu, 19(2), 251–263. https://doi.org/10.21093/di.v19i2.1725

Niman, E. M., Yansen Edison, A., & Momang, B. (2024). The Effectiveness of the Discovery Learning Model on Student Learning Outcomes. International Journal of Multidisciplinary Research and Analysis, 07(07), 1097–1108. https://doi.org/10.47191/ijmra/v7-i07-49

Omar, M. T. M. (2022). The Effectiveness of the Problem-Solving Strategy in Enhancing the Academic Achievement of Islamic Studies Students at a Saudi College. Journal of Education and E-Learning Research, 9(3), 129–135. https://doi.org/10.20448/jeelr.v9i3.4101

Priyanto, D., & Dharin, A. (2021). Students Creativity Development Model and Its Implementation in Indonesian Islamic Elementary School. Pegem Egitim ve Ogretim Dergisi, 11(3), 81–87. https://doi.org/10.14527/pegegog.2021.00

Purwati, N., Zubaidah, S., Corebima, A. D., & Mahanal, S. (2018). Increasing Islamic Junior High School students learning outcomes through integration of science learning and Islamic values. International Journal of Instruction, 11(4), 841–854. https://doi.org/10.12973/iji.2018.11453a

Rustan, E., Hanifah, N., & Kanro, B. (2018). De-radicalization in the Implementation of Islamic Education Curriculum in SMA Masamba South Sulawesi. Dinamika Ilmu, 18(2), 271–283. https://doi.org/10.21093/di.v18i2.1338

Saregar, A., Cahyanti, U. N., Misbah, Susilowati, N. E., Anugrah, A., & Muhammad, N. (2021). Core learning model: Its effectiveness towards students’ creative thinking. International Journal of Evaluation and Research in Education, 10(1), 35–41. https://doi.org/10.11591/ijere.v10i1.20813

Sari, H. P., Ilhami, A., & Rasool, S. (2025). Implementation of Project Based Learning Based Local Wisdom to Enhance Students ’ Critical Thinking in Higher Education.

Servos, U., Reiß, B., Stosch, C., Karay, Y., & Matthes, J. (2023). A simple approach of applying blended learning to problem-based learning is feasible, accepted and does not affect evaluation and exam results—a just pre-pandemic randomised controlled mixed-method study. Naunyn-Schmiedeberg’s Archives of Pharmacology, 396(1), 139–148. https://doi.org/10.1007/s00210-022-02306-3

Setiawan, A. (2019). Implementation of Islamic Education Study Program Learning Based on Blended Learning in the Industrial Era 4.0 at IAIN Samarinda. Dinamika Ilmu, 19(2), 305–321. https://doi.org/10.21093/di.v19i2.1781

Shafa, S. (2022). EFL Students’ Views of the Multicultural Education in an Indonesian Islamic Higher Education. Dinamika Ilmu, 22(2), 317–332. https://doi.org/10.21093/di.v22i2.4863

Solichin, M. M., Muhlis, A., & Ferdiant, A. G. (2021). Learning motivation as intervening in the influence of social support and self regulated learning on learning outcome. International Journal of Instruction, 14(3), 945–964. https://doi.org/10.29333/iji.2021.14355a

Suhirman, S., Prayogi, S., & Asy’ari, M. (2021). Problem-Based Learning with Character-Emphasis and Naturalist Intelligence: Examining Students Critical Thinking and Curiosity. International Journal of Instruction, 14(2), 217–232. https://doi.org/10.29333/iji.2021.14213a

Susanto, Desrani, A., Ritonga, A. W., Ramli, Lubis, M., & Nurdin. (2023). Learning by doing: A teaching paradigm for active learning in Islamic high school. Journal of Education and E-Learning Research, 10(4), 793–799. https://doi.org/10.20448/jeelr.v10i4.5224

Susilo, M. J. (2023). Implementing of Field Study Learning Methods in Educational Supervision Course. Anatolian Journal of Education, 8(2), 21–34. https://doi.org/10.29333/aje.2023.822a

Suwendra, I. W., Suarnaya, I. P., Widiana, I. W., & Asli, N. L. (2023). The integration of the self-concept-based Upanishad learning model in blended learning and its impact on character development and creative thinking skills. Journal of Education and E-Learning Research, 10(1), 51–60. https://doi.org/10.20448/jeelr.v10i1.4342

Suyadi, S. (2019). Hybridization of Islamic Education and Neuroscience: Transdisciplinary Studies of ’Aql in the Quran and the Brain in Neuroscience. Dinamika Ilmu, 19(2), 237–249. https://doi.org/10.21093/di.v19i2.1601

Syarif. (2020). Building plurality and unity for various religions in the digital era: Establishing islamic values for Indonesian students. Journal of Social Studies Education Research, 11(2), 111–119.

Tamur, M., Juandi, D., & Kusumah, Y. S. (2020). The effectiveness of the application of mathematical software in indonesia; a meta-analysis study. International Journal of Instruction, 13(4), 867–884. https://doi.org/10.29333/iji.2020.13453a

Uyun, M. (2025). From Isolation to Engagement : Understanding and Addressing Online Learning Challenges among University Students in Indonesia. 17, 1806–1818. https://doi.org/10.35445/alishlah.v17i1.6264

Wahab, G., Adawiyah, S. R., & Character, S. (2025). Blended Learning Approach in Developing Student Character in the Digital Era of the 21st Century. 2(1), 84–94.

Wantu, H. M., Muis, A., Zain, A., Hiola, S. F., Agustina, I., Santosa, T. A., Yastanti, U., & Nugraha, A. R. (2024). Effectiveness of Think-Pair-Share and STEM Models on Critical Thinking in Early Childhood Education. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(5), 1320–1330. https://doi.org/10.31004/obsesi.v8i5.6202

Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M. J. P., & Loyens, S. M. M. (2024). The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis. In Educational Psychology Review (Vol. 36, Issue 1). Springer US. https://doi.org/10.1007/s10648-024-09864-3

Zheng, F., & Cho, H. M. (2024). The Effect of Different Mixing Proportions and Different Operating Conditions of Biodiesel Blended Fuel on Emissions and Performance of Compression Ignition Engines. Energies, 17(2). https://doi.org/10.3390/en17020344

Zulyusri, Z., Santosa, T. A., Festiyed, F., Yerimadesi, Y., Yohandri, Y., Razak, A., & Sofianora, A. (2023). Effectiveness of STEM Learning Based on Design Thinking in Improving Critical Thinking Skills in Science Learning: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(6), 112–119. https://doi.org/10.29303/jppipa.v9i6.3709

DOI: https://doi.org/10.35445/alishlah.v17i4.7555