IMPLEMENTASI MODEL PROBLEM BASED LEARNING DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM UNTUK PEMBENTUKAN ETIKA SIBER SISWA DI SMK ATTAQWA 05 BEKASI

Abstrak / Ringkasan

The advancement of digital technology has given rise to ethical challenges in cyberspace, such as the spread of hoaxes, a weak culture of tabayyun (information verification), and impolite communication among students, thereby requiring Islamic Religious Education to shape cyber ethics through a contextual learning model. This study aims to describe the implementation of the Problem Based Learning (PBL) model in Islamic Religious Education, analyze the process of shaping students' cyber ethics, and identify the supporting and hindering factors of its implementation at SMK Attaqwa 05. The study employed a qualitative case study approach, with data obtained through observation, in-depth interviews, and documentation involving the principal, vice principal, the Islamic Religious Education teacher, and eleventh-grade students of the Computer and Network Engineering program; data were analyzed using the interactive model of Miles, Huberman, and Saldaña, with data validity tested through credibility, transferability, dependability, and confirmability.
The results show that PBL implementation was carried out systematically through the stages of planning, execution, and evaluation, and contributed to behaviors such as verifying information (tabayyun), avoiding the spread of hoaxes, and communicating politely in digital spaces. This pattern reflects the gradual internalization of values described by Muhaimin, and lends support to Moor's policy vacuum theory — the idea that cyber ethics has to be deliberately cultivated precisely because digital spaces are not yet fully governed by explicit norms. Implementation succeeded where teachers were competent, school policy was supportive, students were receptive, and facilities were adequate, while limited class time and uneven student readiness held it back. The success of implementation was supported by teacher competence, school policy, student characteristics, and the availability of learning facilities, while limited time and differences in student readiness were hindering factors. These findings indicate that PBL has the potential to serve as an effective learning strategy in Islamic Religious Education for shaping students' cyber ethics.

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