PROBLEM-BASED LEARNING IN INDONESIAN LANGUAGE EDUCATION AT ISLAMIC BOARDING SCHOOLS

PEMBELAJARAN BERBASIS MASALAH PADA PENDIDIKAN BAHASA INDONESIA DI PESANTREN

Abstract

This study investigates the implementation and effectiveness of Problem-Based Learning (PBL) in Indonesian language education at Islamic board-ing schools (Pondok Pesantren) using a convergent parallel mixed meth-ods design. Despite the growing adoption of student-centered approaches in mainstream education, traditional Islamic boarding schools often main-tain conventional teacher-centered methodologies, creating a need to ex-plore pedagogical innovations that respect religious values while develop-ing 21st-century skills. Quantitative data collected from 240 students across six Pondok Pesantren demonstrated significant improvements in language proficiency (t(238) = 4.87, p < 0.001, d = 0.63) and critical think-ing skills among the PBL experimental group compared to the control group. Qualitative findings from interviews with 18 teachers and 12 admin-istrators, classroom observations, and student focus groups revealed three key implementation themes: adaptation challenges, cultural integra-tion, and institutional support systems. The integration of quantitative and qualitative results indicates that successful PBL implementation requires thoughtful adaptation to the cultural and institutional context of Islamic boarding schools rather than direct transfer of established practices. This research contributes to understanding how contemporary pedagogical approaches can enhance Indonesian language education in traditional Islamic educational settings while preserving core religious and cultural values.