Abstract:

Previous research (Alzayed, 2016) on problem based learning (PBL) in an Islamic secondary school in the Kingdom of Bahrain (KB) resulted that students taught Islamic Education (IE) using PBL scheme reinforce their critical thinking skills, inasmuch as knowledge is not required to be forced or pressurised to be learnt, as they are able to learn the information effortlessly. After the implementation of the application of this research (Alzayed, 2016), the author has conducted a research on the Learning Experience and Students’ reflections in the High school in Bahraini context on the same students that took part of the Alzayed 2016 research to find out the process behind how students learn on the PBL scheme on those students and if it had a positive or negative effect on them. This paper adapted a qualitative approach of semi-structural interviews of twenty-four students, two teachers, and three curriculum specialists.

This research concludes that the PBL scheme was a success as students developed confidence in learning enabling them to have positive attitudes to learning. Although students had to adjust to the different teaching and learning methods, they were able to positively work together. This research explores that students have good ambitions after using the PBL scheme. Hence, I recommend for the ministry of education to consider this by introducing the scheme as an effective and positive process for students to learn. Moreover, this research adds value to the PBL in the context of Islamic education in Bahrain.

Keywords:

Problem-based learning, Islamic Education, learning process, student’s reflections, high school.