<![CDATA[This study examines the implementation of Problem-Based Learning (PBL), indications of strengthened student understanding, and the supporting and inhibiting factors in Aqidah Akhlak learning among Grade VIII C students at MTs Nurul Falah NW Lajut. A descriptive qualitative approach was employed involving 22 students and two Aqidah Akhlak teachers selected purposively. Data were collected from April to May 2024 through participatory observation, interviews, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. Trustworthiness was strengthened through technique and source triangulation. The findings indicate that PBL encouraged students’ active participation in group discussions, problem solving, and contextual connections between religious-moral values and everyday situations. Strengthened understanding was indicated by students’ ability to explain learning materials more contextually and discuss alternative solutions collaboratively. Student enthusiasm and peer cooperation were the main supporting factors. In contrast, limited instructional time, uneven learning readiness and motivation, and difficulties expressing ideas in formal Indonesian constrained the learning process. These findings suggest that PBL has strong potential to strengthen students’ understanding of Aqidah Akhlak when supported by adequate scaffolding, structured time management, and explicit support for academic communication. ABSTRAK Penelitian ini bertujuan menganalisis implementasi Problem Based Learning (PBL), indikasi penguatan pemahaman siswa, serta faktor pendukung dan penghambat pembelajaran Akidah Akhlak pada siswa kelas VIII C MTs Nurul Falah NW Lajut. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan 22 siswa dan dua guru Akidah Akhlak yang dipilih secara purposif. Data dikumpulkan pada April–Mei 2024 melalui observasi partisipatif, wawancara, dan dokumentasi, kemudian dianalisis menggunakan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperkuat melalui triangulasi teknik dan triangulasi sumber. Hasil penelitian menunjukkan bahwa penerapan PBL mendorong keterlibatan aktif siswa dalam diskusi kelompok, pemecahan masalah, dan pengaitan nilai-nilai akidah dan akhlak dengan situasi kehidupan sehari-hari. Indikasi penguatan pemahaman tampak dari kemampuan siswa menjelaskan makna materi secara lebih kontekstual serta mendiskusikan alternatif penyelesaian masalah secara kolaboratif. Semangat belajar dan kerja sama antarsiswa menjadi faktor pendukung utama. Sementara itu, keterbatasan waktu, perbedaan kesiapan belajar, motivasi yang belum merata, dan keterampilan menyampaikan gagasan dalam bahasa Indonesia menjadi hambatan. Temuan menegaskan bahwa PBL berpotensi memperkuat pemahaman Akidah Akhlak apabila diterapkan dengan scaffolding yang memadai, pengelolaan waktu yang terstruktur, serta dukungan komunikasi akademik siswa.]]>
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