Integrasi Problem-Based Learning dan Moderasi Beragama dalam Transformasi Pedagogi Pendidikan Islam: Sebuah Kajian Konseptual
DOI:
https://doi.org/10.52615/tijipi.v2i1.77Keywords:
Problem-Based Learning (PBL), Religious Moderation, inclusive religious character, transformation of Islamic educationAbstract
The transformation of Islamic education requires pedagogical approaches that foster critical reasoning, pluralism, and inclusive religious character. This conceptual study aims to develop an integrative framework connecting Problem-Based Learning (PBL) with religious moderation to strengthen these competencies. Using library research and qualitative content analysis, the study examined 17 peer-reviewed academic sources published between 2021 and 2026, selected based on relevance, credibility, recency, and substantive contribution. The synthesis proposes that integrating PBL with religious moderation can create contextual, dialogical learning environments that encourage students to identify problems, examine diverse perspectives, evaluate evidence, construct rational arguments, and develop constructive solutions. Values including tolerance, balance, justice, appreciation of diversity, and rejection of extremism provide an ethical foundation for critical engagement. Theoretically, this study connects problem-based learning with Islamic educational objectives and religious moderation. Practically, it offers teachers a framework for participatory, reflective, and inclusive learning. Further empirical testing is necessary to validate this conceptual framework.
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