Designing a Problem-Based Learning (PBL) Method for Teaching Moral Values: Trustworthiness and Honesty in Grade VIII at Muhammadiyah 4 Panarukan Junior High School
DOI:
https://doi.org/10.61132/wjilt.v2i4.459Keywords:
Honest, Moral Learning, Muhammadiyah Middle School, Problem-based learning, TrustworthyAbstract
Moral learning in junior high schools often faces challenges in improving the understanding and application of moral values in everyday life, especially in the material of Trustworthiness and Honesty. This paper is intended to explain the design of the Problem-based learning (PBL) learning method as an innovation in moral learning of the material of Trustworthiness and Honesty in class VIII of SMP Muhammadiyah 4 Panarukan, which is expected to improve students' understanding through a more contextual, active, and applicable learning experience. The PBL method allows students to analyze real problems related to Trustworthiness and Honesty, develop solutions, and reflect on the application of these values in everyday life. This learning design method adopts two stages of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, namely the needs analysis stage and the learning design stage. The results of the study indicate that the need for moral learning in class VIII of junior high school includes the importance of more interactive and problem-based methods, which can bridge the gap between moral theory and its application in real life. This PBL learning design integrates case studies, group discussions, and reflection to create meaningful learning experiences related to the values of Trustworthiness and Honesty. Although this design has considered various pedagogical and contextual aspects, the method is still in the design stage and has not been directly implemented or evaluated. Therefore, further research is needed to test the effectiveness of the PBL method in the context of moral learning at SMP Muhammadiyah 4 Panarukan.
References
Al-Ghazali, I. (2021). Ihya' 'Ulumuddin 1 (Series 1–4): Bringing religious sciences to life. Marja Publishers. https://books.google.co.id/books?id=xoAvEQAAQBAJ
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. Sage Open, 10(3). https://doi.org/10.1177/2158244020938702
Aminah, L., Rusnani, Jumiah, Ratnawati, & Badariyah. (2025). Implementation of PBL model in improving student learning outcomes on noble morals material at SD Negeri 105413 Pergulaan. ETHNOPEDAGOGI: Journal of Education and Culture, 2(1), 1–12. https://doi.org/10.62945/etnopedagogi.v2i1.565
Bandura, A. (1977). Social learning theory. Prentice Hall. https://books.google.co.id/books?id=IXvuAAAAMAAJ
Gagné, R. M. (1985). The conditions of learning and theories of instruction. Holt, Rinehart and Winston. https://books.google.co.id/books?id=c1MmAQAAIAAJ
Gunawan, G., & Marisa, S. (2024). Implementation of project-based learning in Islamic religious education courses and its implications for the moral ethics and morals of students. Journal of Analysis of Intellectual Thought, 7(1), 15–27. https://doi.org/10.54583/apic.vol7.no1.147
Hermiyanti. (2025). Implementation of the problem-based learning method to improve the understanding of Grade X GPI students at SMK Negeri 4 Meulaboh on morals in Islam. Journal of Teacher Professional Education, 3(1), 6–11. https://doi.org/10.22373/jppg.v3i1.7447
Hisbadiana Maulidia, Muhammad Nur Hadi, Anang Sholikhudin, & Achmad Yusuf. (2024). Innovation in Islamic religious education learning through problem-based learning methods to stimulate students' critical thinking skills at Darut Taqwa High School. Reslaj: Religion Education Social Laa Roiba Journal, 6(8). https://doi.org/10.47467/reslaj.v6i8.2286
Kasimo, & Setianingtyas, N. (2025). Increasing the participation of Class VIII students in PAK learning through the PBL method Phase D. Proceedings of the National Seminar on Education and Religion, 6(1), 586–596. https://doi.org/10.55606/semnaspa.v6i1.2969
Mangiri, G. R. P., & Prabawanto, S. (2024). Meaningful learning: A problem-based learning approach to arithmetic sequences and series. Proceedings of International Conference on Multidisciplinary Research, 7(1), 20–29. https://doi.org/10.32672/picmr.v7i1.2184
Schmidt, H. G. (1983). Problem-based learning: Rationale and description. Medical Education, 17(1), 11–16. https://doi.org/10.1111/j.1365-2923.1983.tb01086.x
Sockalingam, N., & Schmidt, H. G. (2011). Characteristics of problems for problem-based learning: The students’ perspective. Interdisciplinary Journal of Problem-Based Learning, 5(1). https://doi.org/10.7771/1541-5015.1135
Sugiyono. (2009). Educational research methods: Quantitative, qualitative, and R&D approaches. Alfabeta.
Wardani, M., Feronika, T., & Ardianti, D. L. (2024). Analysis of students’ critical thinking skills in conventional learning. Lavoisier: Chemistry Education Journal, 3(1), 15–22. https://doi.org/10.24952/lavoisier.v3i1.11598
Wibawa, T. P., Eliyarti, W., & Saputra, J. (2023). The effect of problem-based learning model on mathematical concept understanding ability assisted by Geogebra. Symmetry: Pasundan Journal of Research in Mathematics Learning and Education, 8(1), 109–118. https://doi.org/10.23969/symmetry.v8i1.8851
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 World Journal of Islamic Learning and Teaching
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
