<![CDATA[The paradigm of Islamic Education often faces challenges in bridging theoretical doctrines with real-world social complexities, frequently resulting in low student engagement. This research aims to explore the implementation of the Problem-Based Learning (PBL) model in Islamic Religious Education (IRE) at SMAN 9 Mataram, specifically examining its procedures, advantages, and limitations. Using a qualitative field research approach, data were collected through in-depth interviews with IRE teachers and documentation studies of teaching modules. The results reveal that PBL implementation at SMAN 9 Mataram follows a modified five-stage syntax adapted to time constraints: orienting students to real-world issues (such as multicultural education, religious moderation, and youth social problems), organizing for study, guiding investigations, developing and presenting works, and conducting multi-method reflections (digital and creative). The findings indicate that PBL successfully shifted the learning paradigm toward a student-centered approach, yielding holistic positive impacts across students' cognitive, affective, and psychomotor domains. Despite facing challenges such as limited instructional time and the influence of family environments on student motivation, the teachers' innovation through digital media and contextualized problem-solving proved effective in maintaining educational quality. This study concludes that PBL is a highly relevant model for fostering critical thinking and moral reasoning in modern religious education.]]>
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