Problem-Based Learning in Al-Qur’an Hadith Classrooms: A Case Study of Seventh-Grade Students in an Indonesian Madrasah

Authors

  • Randu Prayogi UIN Sulthan Thaha Saifuddin Jambi, Indonesia
  • Hafiq S Univseritas Islam Negeri Sulthan Thaha Saifuddin Jambi, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v18i4.9755

Keywords:

problem-based learning, Al-Qur’an hadith instruction, Islamic education, qualitative case study, madrasah education

Abstract

Problem-Based Learning (PBL) offers opportunities to connect religious teachings with authentic problems, yet its implementation in Al-Qur’an Hadith instruction within madrasahs remains insufficiently explored. This study examined PBL implementation, student responses, and supporting and inhibiting factors in seventh-grade Al-Qur’an Hadith classrooms. A qualitative single-case study was conducted at MTs Nururrodhiyah, Jambi, Indonesia, during the 2025–2026 academic year. Data were collected through six classroom observations, semi-structured interviews with one teacher and ten selected students, and analysis of instructional documents. Twenty-five students participated in the observed learning activities. Data were analyzed through condensation, thematic organization, and verification, with credibility supported by triangulation and member checking. The teacher implemented five PBL stages: problem orientation, group organization, investigation, presentation, and reflection. Most interviewed students (8 of 10) responded positively, particularly to discussions connecting Qur’anic and Hadith teachings with everyday experiences. However, participation varied across groups, and investigation and reflection were constrained by instructional time. Students also experienced difficulties locating relevant scriptural evidence and interpreting religious texts. Observations indicated emerging contextual understanding but provided insufficient evidence of higher-order critical thinking development. PBL provided opportunities for contextual and participatory Al-Qur’an Hadith learning, although implementation depended on teacher scaffolding, equitable group participation, and adequate reflection time. These findings offer context-specific guidance for PBL implementation in madrasahs; further research should examine learning outcomes using appropriate assessment instruments.

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Published

2026-10-20

How to Cite

Prayogi, R., & S, H. (2026). Problem-Based Learning in Al-Qur’an Hadith Classrooms: A Case Study of Seventh-Grade Students in an Indonesian Madrasah. AL-ISHLAH: Jurnal Pendidikan, 18(4), 4119–4130. https://doi.org/10.35445/alishlah.v18i4.9755

Issue

Vol. 18 No. 4 (2026): In Press

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