Comparing Problem-Based Learning and Conventional Instruction on Aqidah Akhlak Learning Outcomes: A Quasi-Experimental Study at an Indonesian Senior Secondary School
DOI:
https://doi.org/10.24235/oasis.v11i1.24382Abstract
This study was motivated by the limited number of studies comparing the effectiveness of Problem-Based Learning (PBL) and conventional instruction in Aqidah Akhlak education at the senior secondary school level. The purpose of this study was to analyze and compare the Aqidah Akhlak learning outcomes of students taught using the PBL model and those taught through conventional instruction at SMA Muhammadiyah 3 Surakarta. The study employed a quantitative approach using a quasi-experimental Pretest–Posttest Control Group Design. The sample consisted of 68 students selected through purposive sampling, including 34 students in the experimental group and 34 students in the control group. Data were collected using a multiple-choice achievement test that met established validity and reliability criteria. Data analysis involved descriptive statistics, normality and homogeneity tests, Independent Samples t-tests, Paired Samples t-tests, and effect size analysis. The findings indicate that both instructional models improved students’ learning outcomes. The mean score of the PBL group increased from 79.21 to 90.15, while that of the conventional instruction group increased from 74.88 to 89.26. However, the Independent Samples t-test revealed no statistically significant difference between the two groups (p = 0.497 > 0.05). This result was supported by a Cohen’s d value of 0.20 (small effect) and an Eta Squared value of 0.007 (negligible effect), indicating that the influence of the instructional model on differences in learning outcomes was minimal. Therefore, Problem-Based Learning and conventional instruction demonstrated relatively equivalent effectiveness in improving Aqidah Akhlak learning outcomes. This study contributes to the development of scholarship in Islamic Religious Education and provides practical insights for teachers in selecting instructional strategies that align with subject characteristics and students’ learning needs.
Keywords: Problem-Based Learning; Conventional Instruction; Learning Outcomes; Aqidah Akhlak; Quasi-Experimental Research
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