<![CDATA[VISUAL MEDIA BASED ON PROBLEM BASED LEARNING SHAPES THE CURIOSITY CHARACTER OF PAI STUDENTS The low level of students' curiosity character in Islamic Religious Education (PAI) learning at SMP Yasidik Parakansalak Sukabumi, with only 15% of students actively asking questions despite high cognitive scores, was the main problem of this study. This research aimed to describe the planning, implementation, evaluation, supporting and inhibiting factors, and the impact of applying visual media based on Problem Based Learning (PBL) on students' curiosity character. A qualitative approach with a case study type was employed. The research subjects included the PAI teacher, principal, curriculum vice principal, and eighth-grade students of class VIII-3. Data collection techniques included in-depth interviews, participant observation, and documentation study. The results showed that planning was carried out through five systematic stages; implementation took place in five phases with five strategic roles of visual media (attention trigger, collaboration catalyst, inquiry resource, presentation scaffold, reflection prompt); evaluation revealed an increase in asking activeness from 15% to more than 60%, improvement in question quality from factual to hypothetical-analytical, independent exploration initiative, equitable collaborative participation, and sustainability of curiosity outside the classroom. Supporting factors included teacher competence, principal support, student enthusiasm, a conducive environment, and availability of reference books; inhibiting factors included limited facilities, students' passive habits, teachers' tendency to return to lecturing, time management issues, and unequal parental support. The study concluded that the visual media-based PBL method effectively shapes students' curiosity character and has pedagogical and theological legitimacy as an implementation of Islamic values (tafakkur, ta'awun, muhasabah).]]>
