Arabic Problem-Based Learning for Religious Moderation: Classroom Action Research in Islamic Education
Keywords:
Arabic education, classroom action research, moderation, problem-based learning, religious values
Abstract
This study aimed to evaluate the effectiveness of integrating religious moderation values into Arabic language instruction through a Problem-Based Learning (PBL) model refined by Classroom Action Research (CAR). The objective was to enhance students’ linguistic competence while fostering moderate dispositions such as tolerance, balance, and non-violence. The study applied a two-cycle CAR design (planning–action–observation–reflection) involving one undergraduate class of Islamic Religious Education. Learning materials and PBL cases were developed around themes of tawassuṭ (moderation), justice, and equity, and implemented through case analysis, group discussion, and role-play. Data were gathered from performance assessments, observation checklists, field notes, and attitude questionnaires, analyzed using descriptive statistics and thematic reduction across cycles. Findings indicated consistent improvements from Cycle 1 to Cycle 2 in student engagement, reading comprehension, translation accuracy, and the demonstration of balanced reasoning and respectful disagreement in Arabic discourse. These gains were supported by iterative refinements in task design, scaffolded questioning, and structured peer feedback. Conclusion: The study concludes that moderation-oriented PBL, developed through iterative CAR cycles, provides a practical and replicable approach to simultaneously strengthening Arabic language proficiency and internalizing moderation values within Islamic higher education.
References
Afifurrahman, M., Erlina, E., Ghazi, F., Koderi, K., & Sufian, M. (2025). Efektivitas penerapan model induktif kata bergambar dan investigasi kelompok terhadap hasil belajar kitabah siswa sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(1), 231–247.
Afıfy, M. K. (2020). Effect of interactive video length within e-learning environments on cognitive load, cognitive achievement, and retention of learning. Turkish Online Journal of Distance Education, 21(4), 68–89. https://doi.org/10.17718/tojde.803360
Alabdulhadi, M. M. J., & Alkandari, K. M. (2024). Practices of Islamic education teachers in promoting moderation (wasatiyyah) values among high school students in Kuwait: Challenges and obstacles. Cogent Education, 11(1), 2365577. https://doi.org/10.1080/2331186X.2024.2365577
Arifin, Z., Lubis, T., Ath-Thukhi, A. M., Alsokari, T., Ainin, M., & Taufan, M. (2024). Analyzing the problems of Arabic language learning in higher education. International Journal of Islamic Studies Higher Education, 3(3).
Bahri, R., Rofiqi, R., Kusaeri, & Rusydiyah, E. F. (2025). Religious moderation education: A comparative study of Islamic approaches in Indonesia and Malaysia with implications for faith-based education. International Studies in Catholic Education, 1–23. https://doi.org/10.1080/19422539.2025.2519727
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11, 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Chotimah, C., Qudsy, S. Z., & Yusuf, M. (2025). Superficial implementation of religious moderation in Islamic educational management. Cogent Education, 12(1), 2442235. https://doi.org/10.1080/2331186X.2024.2442235
Council of Europe. (2022). Democratic culture and peace pedagogy in teacher education: Reference framework of competences for democratic culture (RFCDC). Council of Europe / European Wergeland Centre.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Erdem, C., Kaya, M., Tunç Toptaş, H., & Altunbaşak, İ. (2025). Problem-based learning and student outcomes in higher education: A second-order meta-analysis. Studies in Higher Education, 1–22. https://doi.org/10.1080/03075079.2025.2498084
Fikri, A., Aflisia, N., & Harisah, H. (2023). The effectiveness of problem-based learning in improving Arabic reading skills. Ijaz Arabi Journal of Arabic Learning, 6(2), 495–502. https://doi.org/10.18860/ijazarabi.v6i2.17392
Ge, W.-L., Zhu, X.-Y., Lin, J.-B., Jiang, J.-J., Li, T., Lu, Y.-F., Mi, Y.-F., & Tung, T.-H. (2025). Critical thinking and clinical skills by problem-based learning educational methods: An umbrella systematic review. BMC Medical Education, 25(1), 455. https://doi.org/10.1186/s12909-025-06951-z
Guillén-Yparrea, N., & Ramírez-Montoya, M. S. (2023). Intercultural competencies in higher education: A systematic review from 2016 to 2021. Cogent Education, 10(1), 2167360. https://doi.org/10.1080/2331186X.2023.2167360
Guo, Q., Jamil, H., Ismail, L., Luo, S., & Sun, Z. (2024). Effects of problem-based learning on EFL learning: A systematic review. PLOS ONE, 19(12), e0307819. https://doi.org/10.1371/journal.pone.0307819
Hafizah, M., Solin, S., Purba, C. T., Sihotang, M. M., Rahmad, R., & Wirda, M. A. (2024). Meta-analysis: The impact of problem-based learning (PBL) models on students’ critical thinking skills. Journal of Digital Learning and Education, 4(3), 1–13. https://doi.org/10.52562/jdle.v4i3.1393
Han, I. (2025). Application of problem-based learning in English language teaching: A systematic review in the Korean context. Sage Open, 15(2), 21582440251335704. https://doi.org/10.1177/21582440251335706
Hanafi, Y., Saefi, M., Diyana, T. N., Alifudin Ikhsan, M., Yani, M. T., Suciptaningsih, O. A., Anggraini, A. E., & Rufiana, I. S. (2023). What content offers and how teachers teach: Religious moderation-integrated teaching in Indonesia. HTS Teologiese Studies / Theological Studies, 79(2), 1–8. https://doi.org/10.4102/hts.v79i2.9070
Haris, A., Mardani, D. A., Kusnandar, E., & Mas’ad, M. A. (2024). Strengthening religious moderation through the Merdeka curriculum: The role of Islamic religious education teachers at public senior high schools. EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan, 22(3), 423–438. https://doi.org/10.32729/edukasi.v22i3.1958
Jensen, I. B., & Dikilitas, K. (2023). A scoping review of action research in higher education: Implications for research-based teaching. Teaching in Higher Education, 30(1), 84–101. https://doi.org/10.1080/13562517.2023.2222066
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2
Kleindienst, P. (2024). The role of education on human dignity: Fostering peace and diminishing violence. Religions, 15(1). https://doi.org/10.3390/rel15010066
Koçoğlu, A., & Kanadlı, S. (2025). The effect of problem-based learning approach on learning outcomes: A second-order meta-analysis study. Educational Research Review, 48, 100690. https://doi.org/10.1016/j.edurev.2025.100690
Kohl, K., Sanusi, Z. A. B., & Hussien, S. (2025). Reflections on education for sustainable development and the new UNESCO recommendation on education for peace, human rights, and sustainable development. IIUM Journal of Educational Studies, 13(2), 28–47. https://doi.org/10.31436/ijes.v13i2.594
Latif, M., Syukur, F., Uswatunnisa, U., & Paidi, Z. (2023). The mainstreaming policy of religious moderation education in West Sulawesi province. International Journal Ihya’ ’Ulum Al-Din, 25(1), 69–81. https://doi.org/10.21580/ihya.25.1.14150
Liu, Y., & Pásztor, A. (2022). Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, 101069. https://doi.org/10.1016/j.tsc.2022.101069
Lu, L., Mustakim, S. S., & Muhamad, M. M. (2025). A meta-analysis of the effectiveness of problem-based learning on critical thinking. European Journal of Educational Research, 14(3), 789–804. https://doi.org/10.12973/eu-jer.14.3.789
Luhulima, Y. A. (2024). Project-based learning method in Arabic language learning to develop students’ literacy skills. International Journal of Arabic Teaching and Learning, 8(2), 135–143. https://doi.org/10.33650/ijatl.v8i2.10751
Maziyah, L., Alfan, M., & Malang, U. N. (2025). Project-based learning for Arabic instruction as an innovation of the Kurikulum Merdeka development. Inovasi Kurikulum, 22(3), 1315–1328.
Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking. Routledge. https://doi.org/10.4324/9780203946657
Millican, J., & Kasumagić-Kafedžić, L. (2023). Applied learning for peace: Experiential pedagogies, teacher practice and engagement in higher education. In L. Kasumagić-Kafedžić & S. Clarke-Habibi (Eds.), Peace pedagogies in Bosnia and Herzegovina: Theory and practice in formal education (pp. 291–314). Springer International Publishing. https://doi.org/10.1007/978-3-031-26246-3_14
Mubin, M. N., Syafii, A., & Fatahillah, M. (2024). Integrating Wasathiyyatul Islam fi Tarbiyah: A study of Islamic moderation in educational frameworks. Kontekstualita, 38(1), 65–82. https://doi.org/10.30631/38.01.65-82
Mukhibat, M., Effendi, M., Setyawan, W. H., & Sutoyo, M. (2024a). Development and evaluation of religious moderation education curriculum at higher education in Indonesia. Cogent Education, 11(1), 2302308. https://doi.org/10.1080/2331186X.2024.2302308
Mukhibat, M., Effendi, M., Setyawan, W. H., & Sutoyo, M. (2024b). Development and evaluation of religious moderation education curriculum at higher education in Indonesia. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2302308
Nasir, M., & Rijal, M. K. (2021). Keeping the middle path: Mainstreaming religious moderation through Islamic higher education institutions in Indonesia. Indonesian Journal of Islam and Muslim Societies, 11(2), 213–241. https://doi.org/10.18326/ijims.v11i2.213-241
Orhan, A. (2025). Investigating the effectiveness of problem-based learning on academic achievement in EFL classrooms: A meta-analysis. The Asia-Pacific Education Researcher, 34(2), 699–709. https://doi.org/10.1007/s40299-024-00889-4
Purwanto, Y., Suprapto, Munaf, D. R., Albana, H., Marifataini, L., Siregar, I., & Sumarni. (2023). The peace education concept and practice at universities: A systematic review. Cogent Education, 10(2), 2260724. https://doi.org/10.1080/2331186X.2023.2260724
Qoumas, Y. C., Hussain, R. B. B. M., & Rahim, R. A. B. A. (2024). The dissemination of religious moderation through the policy of the Indonesian Ministry of Religious Affairs. Qudus International Journal of Islamic Studies, 12(1), 147–176. https://doi.org/10.21043/qijis.v12i1.27552
Rokmana, I., Akmansyah, M., & Sufian, M. (2025). Enhancing Arabic vocabulary learning outcomes through the cooperative learning model STAD with video media assistance. Ajamiy: Jurnal Bahasa dan Sastra Arab, 14(1), 97–112.
S. Fuadi, D., Suparman, S., Juandi, D., & Martadiputra, B. A. P. (2022). Technology-assisted problem-based learning versus conventional problem-based learning in cultivating mathematical critical thinking skills: A meta-analysis. In Proceedings of the 2021 4th International Conference on Education Technology Management (pp. 162–168). https://doi.org/10.1145/3510309.3510335
Saepudin, A., Supriyadi, T., Surana, D., & Asikin, I. (2023). Strengthening character education: An action research in forming religious moderation in Islamic education. International Journal of Learning, Teaching and Educational Research, 22(12), 84–105. https://doi.org/10.26803/ijlter.22.12.5
Saleh, M. N. I., Hanum, F., & Rukiyati. (2025). Approaches to implementing peace education in high schools for nonviolent conflict resolution. Cogent Education, 12(1), 2553004. https://doi.org/10.1080/2331186X.2025.2553004
Shafer, D. (2025). A critical thinking thematic framework and observation tool for improved theory and developing secondary teachers’ instructional practice: Proof of concept. Thinking Skills and Creativity, 56, 101787. https://doi.org/10.1016/j.tsc.2025.101787
Singgih, E. G. (2023). Religious moderation as good life: Two responses to the Ministry of Religious Affairs’ directive on religious moderation in Indonesia. Exchange, 52(3), 220–240. https://doi.org/10.1163/1572543x-bja10038
Song, X., Razali, A. B., Sulaiman, T., & Jeyaraj, J. J. (2024). Impact of project-based learning on critical thinking skills and language skills in EFL context: A review of literature. World Journal of English Language, 14(5), 402. https://doi.org/10.5430/wjel.v14n5p402
Su, T., Liu, J., Meng, L., Luo, Y., Ke, Q., & Xie, L. (2025). The effectiveness of problem-based learning (PBL) in enhancing critical thinking skills in medical education: A systematic review and meta-analysis. Frontiers in Education, 10(June), 1–10. https://doi.org/10.3389/feduc.2025.1565556
Sudeni, L. M. S., Nitiasih, P. K., & Budiarta, L. G. R. (2022). Developing authentic assessment rubric for assessing 5th grade elementary school students at Buleleng Regency. JINOTEP: Jurnal Inovasi dan Teknologi Pembelajaran, 9(2), 126. https://doi.org/10.17977/um031v9i22022p126
Sufian, M., Sari, T. O., & Andra, V. (2023). Performance and meaning in wedding pantun: An ethnopoetic perspective. JPI: Jurnal Pustaka Indonesia, 3(1), 51–60. https://doi.org/10.62159/jpi.v3i1.441
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
UNESCO. (2023). Recommendation on education for peace, human rights and sustainable development. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386043
Villarejo-Carballido, B., Pulido, C. M., de Botton, L., & Serradell, O. (2019). Dialogic model of prevention and resolution of conflicts: Evidence of the success of cyberbullying prevention in a primary school in Catalonia. International Journal of Environmental Research and Public Health, 16(6). https://doi.org/10.3390/ijerph16060918
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
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. Educational Psychology Review, 36(1), 29. https://doi.org/10.1007/s10648-024-09864-3
Yasmadi, Husna, I., Arsya, F., Rahmah, A., Kustati, M., & Perrodin, D. D. (2024). Insights from a state Islamic university on Arabic education as a catalyst for religious moderation in Indonesia. International Journal of Language Education, 8(3), 533–549. https://doi.org/10.26858/ijole.v8i3.66496
Yu, L., & Zin, Z. M. (2023). The critical thinking-oriented adaptations of problem-based learning models: A systematic review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1139987
Zaluchu, S. E., Widodo, P., & Kriswanto, A. (2025). Conceptual reconstruction of religious moderation in the Indonesian context based on previous research: Bibliometric analysis. Social Sciences & Humanities Open, 11, 101552. https://doi.org/10.1016/j.ssaho.2025.101552
Zeng, X., & Ravindran, L. (2025). Design, implementation, and evaluation of peer feedback to develop students’ critical thinking: A systematic review from 2010 to 2023. Thinking Skills and Creativity, 55, 101691. https://doi.org/10.1016/j.tsc.2024.101691
Afıfy, M. K. (2020). Effect of interactive video length within e-learning environments on cognitive load, cognitive achievement, and retention of learning. Turkish Online Journal of Distance Education, 21(4), 68–89. https://doi.org/10.17718/tojde.803360
Alabdulhadi, M. M. J., & Alkandari, K. M. (2024). Practices of Islamic education teachers in promoting moderation (wasatiyyah) values among high school students in Kuwait: Challenges and obstacles. Cogent Education, 11(1), 2365577. https://doi.org/10.1080/2331186X.2024.2365577
Arifin, Z., Lubis, T., Ath-Thukhi, A. M., Alsokari, T., Ainin, M., & Taufan, M. (2024). Analyzing the problems of Arabic language learning in higher education. International Journal of Islamic Studies Higher Education, 3(3).
Bahri, R., Rofiqi, R., Kusaeri, & Rusydiyah, E. F. (2025). Religious moderation education: A comparative study of Islamic approaches in Indonesia and Malaysia with implications for faith-based education. International Studies in Catholic Education, 1–23. https://doi.org/10.1080/19422539.2025.2519727
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11, 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Chotimah, C., Qudsy, S. Z., & Yusuf, M. (2025). Superficial implementation of religious moderation in Islamic educational management. Cogent Education, 12(1), 2442235. https://doi.org/10.1080/2331186X.2024.2442235
Council of Europe. (2022). Democratic culture and peace pedagogy in teacher education: Reference framework of competences for democratic culture (RFCDC). Council of Europe / European Wergeland Centre.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Erdem, C., Kaya, M., Tunç Toptaş, H., & Altunbaşak, İ. (2025). Problem-based learning and student outcomes in higher education: A second-order meta-analysis. Studies in Higher Education, 1–22. https://doi.org/10.1080/03075079.2025.2498084
Fikri, A., Aflisia, N., & Harisah, H. (2023). The effectiveness of problem-based learning in improving Arabic reading skills. Ijaz Arabi Journal of Arabic Learning, 6(2), 495–502. https://doi.org/10.18860/ijazarabi.v6i2.17392
Ge, W.-L., Zhu, X.-Y., Lin, J.-B., Jiang, J.-J., Li, T., Lu, Y.-F., Mi, Y.-F., & Tung, T.-H. (2025). Critical thinking and clinical skills by problem-based learning educational methods: An umbrella systematic review. BMC Medical Education, 25(1), 455. https://doi.org/10.1186/s12909-025-06951-z
Guillén-Yparrea, N., & Ramírez-Montoya, M. S. (2023). Intercultural competencies in higher education: A systematic review from 2016 to 2021. Cogent Education, 10(1), 2167360. https://doi.org/10.1080/2331186X.2023.2167360
Guo, Q., Jamil, H., Ismail, L., Luo, S., & Sun, Z. (2024). Effects of problem-based learning on EFL learning: A systematic review. PLOS ONE, 19(12), e0307819. https://doi.org/10.1371/journal.pone.0307819
Hafizah, M., Solin, S., Purba, C. T., Sihotang, M. M., Rahmad, R., & Wirda, M. A. (2024). Meta-analysis: The impact of problem-based learning (PBL) models on students’ critical thinking skills. Journal of Digital Learning and Education, 4(3), 1–13. https://doi.org/10.52562/jdle.v4i3.1393
Han, I. (2025). Application of problem-based learning in English language teaching: A systematic review in the Korean context. Sage Open, 15(2), 21582440251335704. https://doi.org/10.1177/21582440251335706
Hanafi, Y., Saefi, M., Diyana, T. N., Alifudin Ikhsan, M., Yani, M. T., Suciptaningsih, O. A., Anggraini, A. E., & Rufiana, I. S. (2023). What content offers and how teachers teach: Religious moderation-integrated teaching in Indonesia. HTS Teologiese Studies / Theological Studies, 79(2), 1–8. https://doi.org/10.4102/hts.v79i2.9070
Haris, A., Mardani, D. A., Kusnandar, E., & Mas’ad, M. A. (2024). Strengthening religious moderation through the Merdeka curriculum: The role of Islamic religious education teachers at public senior high schools. EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan, 22(3), 423–438. https://doi.org/10.32729/edukasi.v22i3.1958
Jensen, I. B., & Dikilitas, K. (2023). A scoping review of action research in higher education: Implications for research-based teaching. Teaching in Higher Education, 30(1), 84–101. https://doi.org/10.1080/13562517.2023.2222066
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2
Kleindienst, P. (2024). The role of education on human dignity: Fostering peace and diminishing violence. Religions, 15(1). https://doi.org/10.3390/rel15010066
Koçoğlu, A., & Kanadlı, S. (2025). The effect of problem-based learning approach on learning outcomes: A second-order meta-analysis study. Educational Research Review, 48, 100690. https://doi.org/10.1016/j.edurev.2025.100690
Kohl, K., Sanusi, Z. A. B., & Hussien, S. (2025). Reflections on education for sustainable development and the new UNESCO recommendation on education for peace, human rights, and sustainable development. IIUM Journal of Educational Studies, 13(2), 28–47. https://doi.org/10.31436/ijes.v13i2.594
Latif, M., Syukur, F., Uswatunnisa, U., & Paidi, Z. (2023). The mainstreaming policy of religious moderation education in West Sulawesi province. International Journal Ihya’ ’Ulum Al-Din, 25(1), 69–81. https://doi.org/10.21580/ihya.25.1.14150
Liu, Y., & Pásztor, A. (2022). Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, 101069. https://doi.org/10.1016/j.tsc.2022.101069
Lu, L., Mustakim, S. S., & Muhamad, M. M. (2025). A meta-analysis of the effectiveness of problem-based learning on critical thinking. European Journal of Educational Research, 14(3), 789–804. https://doi.org/10.12973/eu-jer.14.3.789
Luhulima, Y. A. (2024). Project-based learning method in Arabic language learning to develop students’ literacy skills. International Journal of Arabic Teaching and Learning, 8(2), 135–143. https://doi.org/10.33650/ijatl.v8i2.10751
Maziyah, L., Alfan, M., & Malang, U. N. (2025). Project-based learning for Arabic instruction as an innovation of the Kurikulum Merdeka development. Inovasi Kurikulum, 22(3), 1315–1328.
Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking. Routledge. https://doi.org/10.4324/9780203946657
Millican, J., & Kasumagić-Kafedžić, L. (2023). Applied learning for peace: Experiential pedagogies, teacher practice and engagement in higher education. In L. Kasumagić-Kafedžić & S. Clarke-Habibi (Eds.), Peace pedagogies in Bosnia and Herzegovina: Theory and practice in formal education (pp. 291–314). Springer International Publishing. https://doi.org/10.1007/978-3-031-26246-3_14
Mubin, M. N., Syafii, A., & Fatahillah, M. (2024). Integrating Wasathiyyatul Islam fi Tarbiyah: A study of Islamic moderation in educational frameworks. Kontekstualita, 38(1), 65–82. https://doi.org/10.30631/38.01.65-82
Mukhibat, M., Effendi, M., Setyawan, W. H., & Sutoyo, M. (2024a). Development and evaluation of religious moderation education curriculum at higher education in Indonesia. Cogent Education, 11(1), 2302308. https://doi.org/10.1080/2331186X.2024.2302308
Mukhibat, M., Effendi, M., Setyawan, W. H., & Sutoyo, M. (2024b). Development and evaluation of religious moderation education curriculum at higher education in Indonesia. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2302308
Nasir, M., & Rijal, M. K. (2021). Keeping the middle path: Mainstreaming religious moderation through Islamic higher education institutions in Indonesia. Indonesian Journal of Islam and Muslim Societies, 11(2), 213–241. https://doi.org/10.18326/ijims.v11i2.213-241
Orhan, A. (2025). Investigating the effectiveness of problem-based learning on academic achievement in EFL classrooms: A meta-analysis. The Asia-Pacific Education Researcher, 34(2), 699–709. https://doi.org/10.1007/s40299-024-00889-4
Purwanto, Y., Suprapto, Munaf, D. R., Albana, H., Marifataini, L., Siregar, I., & Sumarni. (2023). The peace education concept and practice at universities: A systematic review. Cogent Education, 10(2), 2260724. https://doi.org/10.1080/2331186X.2023.2260724
Qoumas, Y. C., Hussain, R. B. B. M., & Rahim, R. A. B. A. (2024). The dissemination of religious moderation through the policy of the Indonesian Ministry of Religious Affairs. Qudus International Journal of Islamic Studies, 12(1), 147–176. https://doi.org/10.21043/qijis.v12i1.27552
Rokmana, I., Akmansyah, M., & Sufian, M. (2025). Enhancing Arabic vocabulary learning outcomes through the cooperative learning model STAD with video media assistance. Ajamiy: Jurnal Bahasa dan Sastra Arab, 14(1), 97–112.
S. Fuadi, D., Suparman, S., Juandi, D., & Martadiputra, B. A. P. (2022). Technology-assisted problem-based learning versus conventional problem-based learning in cultivating mathematical critical thinking skills: A meta-analysis. In Proceedings of the 2021 4th International Conference on Education Technology Management (pp. 162–168). https://doi.org/10.1145/3510309.3510335
Saepudin, A., Supriyadi, T., Surana, D., & Asikin, I. (2023). Strengthening character education: An action research in forming religious moderation in Islamic education. International Journal of Learning, Teaching and Educational Research, 22(12), 84–105. https://doi.org/10.26803/ijlter.22.12.5
Saleh, M. N. I., Hanum, F., & Rukiyati. (2025). Approaches to implementing peace education in high schools for nonviolent conflict resolution. Cogent Education, 12(1), 2553004. https://doi.org/10.1080/2331186X.2025.2553004
Shafer, D. (2025). A critical thinking thematic framework and observation tool for improved theory and developing secondary teachers’ instructional practice: Proof of concept. Thinking Skills and Creativity, 56, 101787. https://doi.org/10.1016/j.tsc.2025.101787
Singgih, E. G. (2023). Religious moderation as good life: Two responses to the Ministry of Religious Affairs’ directive on religious moderation in Indonesia. Exchange, 52(3), 220–240. https://doi.org/10.1163/1572543x-bja10038
Song, X., Razali, A. B., Sulaiman, T., & Jeyaraj, J. J. (2024). Impact of project-based learning on critical thinking skills and language skills in EFL context: A review of literature. World Journal of English Language, 14(5), 402. https://doi.org/10.5430/wjel.v14n5p402
Su, T., Liu, J., Meng, L., Luo, Y., Ke, Q., & Xie, L. (2025). The effectiveness of problem-based learning (PBL) in enhancing critical thinking skills in medical education: A systematic review and meta-analysis. Frontiers in Education, 10(June), 1–10. https://doi.org/10.3389/feduc.2025.1565556
Sudeni, L. M. S., Nitiasih, P. K., & Budiarta, L. G. R. (2022). Developing authentic assessment rubric for assessing 5th grade elementary school students at Buleleng Regency. JINOTEP: Jurnal Inovasi dan Teknologi Pembelajaran, 9(2), 126. https://doi.org/10.17977/um031v9i22022p126
Sufian, M., Sari, T. O., & Andra, V. (2023). Performance and meaning in wedding pantun: An ethnopoetic perspective. JPI: Jurnal Pustaka Indonesia, 3(1), 51–60. https://doi.org/10.62159/jpi.v3i1.441
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
UNESCO. (2023). Recommendation on education for peace, human rights and sustainable development. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386043
Villarejo-Carballido, B., Pulido, C. M., de Botton, L., & Serradell, O. (2019). Dialogic model of prevention and resolution of conflicts: Evidence of the success of cyberbullying prevention in a primary school in Catalonia. International Journal of Environmental Research and Public Health, 16(6). https://doi.org/10.3390/ijerph16060918
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
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. Educational Psychology Review, 36(1), 29. https://doi.org/10.1007/s10648-024-09864-3
Yasmadi, Husna, I., Arsya, F., Rahmah, A., Kustati, M., & Perrodin, D. D. (2024). Insights from a state Islamic university on Arabic education as a catalyst for religious moderation in Indonesia. International Journal of Language Education, 8(3), 533–549. https://doi.org/10.26858/ijole.v8i3.66496
Yu, L., & Zin, Z. M. (2023). The critical thinking-oriented adaptations of problem-based learning models: A systematic review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1139987
Zaluchu, S. E., Widodo, P., & Kriswanto, A. (2025). Conceptual reconstruction of religious moderation in the Indonesian context based on previous research: Bibliometric analysis. Social Sciences & Humanities Open, 11, 101552. https://doi.org/10.1016/j.ssaho.2025.101552
Zeng, X., & Ravindran, L. (2025). Design, implementation, and evaluation of peer feedback to develop students’ critical thinking: A systematic review from 2010 to 2023. Thinking Skills and Creativity, 55, 101691. https://doi.org/10.1016/j.tsc.2024.101691
Published
2025-12-31
How to Cite
Erlina, E., Hijriyah, U., Ghazi, F., Syahril, S., & Sufian, M. (2025). Arabic Problem-Based Learning for Religious Moderation: Classroom Action Research in Islamic Education. JPI : Jurnal Pustaka Indonesia, 5(3). https://doi.org/10.62159/jpi.v5i3.1806
Section
Articles
Copyright (c) 2025 Erlina, Umi Hijriyah, Fachrul Ghazi, Sulthan Syahril, Muhammad Sufian
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with JPI: Jurnal Pustaka Indonesia journal agree to the following terms:
- Authors retain copyright and grant the JPI: Jurnal Pustaka Indonesia journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
