IMPLEMENTING THE PROBLEM-BASED LEARNING MODEL IN ISLAMIC RELIGIOUS EDUCATION AT SMK PGRI 2 JOMBANG

By using cooperative learning techniques, especially the Problem-Based Learning (PBL) model, this study seeks to enhance the Islamic Religious Education learning outcomes for students in class X.TPM 2 at SMK PGRI 2 Jombang. Twenty-seven pupils served as study participants, and tests, documentation, and observation were used to gather data. The Kammis and MC Taggart model (1988) served as the basis for the three cycles of the study. The findings demonstrated that students in class X TPM 2 at SMK PGRI 2 Jombang improve their learning outcomes for Islamic Religious Education when the Problem-Based Learning (PBL) paradigm is used. 32% of participants met the Minimum Mastery Criteria in the first test administered prior to the first cycle of the action pre-intervention. 79% of students met the Minimum Mastery Criteria in the first cycle. Eighty-five percent met the Minimum Mastery Criteria in the second cycle. Twenty-six pupils met the Minimum Mastery Criteria in the third cycle. The studentts in class X.TPM 2 at SMK PGRI 2 Jombang enhanced their study of Islamic Religious Education in light of these findings. This model's implementation can be used as a guide to increase learning efficacy in the future.