<![CDATA[Islamic Religious Education at MIN 4 Seluma has largely remained teacher centered and lecture based, leaving students limited room to question, discuss, and think critically about religious content in relation to their own lives. This study examined how the implementation of Problem Based Learning (PBL) transforms Islamic Religious Education instruction and develops students’ critical thinking, viewed through the lens of Islamic philosophy of education. A qualitative case study design was employed at MIN 4 Seluma, involving the PAI teacher, fifth-grade students, and the school principal as informants, with data collected through participant observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings show that PBL shifted classroom practice from teacher-centered to student-centered learning: the teacher became a facilitator guiding students through problem identification, discussion, and reflection, while students grew more confident in voicing opinions, constructing arguments, and evaluating peers’ ideas, which are indicators of developing critical thinking. Viewed through Islamic philosophy of education, this transformation reflects the internalization of ta’dib, tafakkur, ta’aqqul, and tadabbur, positioning critical thinking not as value-free rational inquiry but as a responsible use of reason grounded in Islamic values. The study contributes a conceptual perspective that positions PBL not merely as an instructional model for improving learning outcomes, but as an instrument of pedagogical transformation integrating critical thinking development with the philosophical foundations of Islamic education.]]>
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