<![CDATA[This study aims to describe the implementation of the Problem-Based Learning (PBL) model in improving students' learning activeness in the Akidah Akhlak subject for Grade XI students at MA Al-Fatah Badas, identify the supporting and inhibiting factors affecting its implementation, and analyze its implications for the learning process. This research employed a descriptive qualitative approach conducted at MA Al-Fatah Badas. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the stages of data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through source and technique triangulation. The findings indicate that the implementation of Problem-Based Learning followed the prescribed learning syntax, including problem orientation, student organization, group investigation, presentation of findings, evaluation, and reflection. The implementation of PBL significantly enhanced students' learning activeness, as reflected in their increased willingness to ask questions, express opinions, participate in group discussions, collaborate with peers, and present problem-solving outcomes. The successful implementation was supported by teachers' instructional preparedness, school support, the use of contextual problems, and students' enthusiasm for learning. However, several challenges were identified, including limited instructional time, differences in students' academic abilities, low levels of learning independence among some students, and difficulties in designing authentic learning problems. This study concludes that Problem-Based Learning is an effective instructional model for enhancing students' learning activeness while fostering critical thinking, communication, collaboration, and problem-solving skills in Akidah Akhlak learning]]>
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