<![CDATA[This study aims to test and determine the extent of the influence of the Problem-Based Learning (PBL) model on the collaborative skills of 8th-grade students in the Fiqh course at MTs Bahrul Ulum Natar. The approach used in this study is quantitative, specifically a quasi-experimental study employing a nonequivalent control group design. The population and sample for this study consisted of all 41 eighth-grade students at MTs Bahrul Ulum (using total sampling). Class 8A (25 students) was designated as the experimental group receiving the PBL model, while Class 8B (16 students) served as the control group using conventional methods. Data collection was conducted through structured observation, questionnaires, and written tests (pretest and posttest). Data analysis utilized the Independent Samples t-Test after meeting the prerequisites of normality and homogeneity. The implementation of the Problem-Based Learning (PBL) model had a positive and significant effect on improving students’ ability to collaborate. By working on Fiqh case studies in groups, students were encouraged to actively discuss, express ideas, divide roles, and learn to respect differing opinions. The results of the statistical analysis demonstrate a significant difference between the class that used the PBL model and the class that used the conventional method. The effectiveness of the PBL model is evident in the increase in the average collaborative skills score of students in the experimental class, which jumped from 63.68 to 82.08. Meanwhile, the control class, taught using conventional methods, saw only a slight increase from 63.50 to 67.50. Based on the N-Gain calculation, the experimental group recorded an increase of 51.99% (moderate category), while the control group recorded an increase of only 11.05%. These figures indicate that the PBL model has a far more optimal impact on improving collaboration skills in Fiqh learning.]]>
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