Problem-based learning methods: Is it effective for developing madrasa teacher social competence in teaching?

Journal of Education and Learning (EduLearn)
Vol. 17, No. 3, August 2023, pp. 342~353
ISSN: 2089-9823 DOI: 10.11591/edulearn.v17i3.20796  342
Journal homepage: http://edulearn.intelektual.org
Problem-based learning methods: Is it effective for developing
madrasa teacher social competence in teaching?
Syahraini Tambak1
, Siti Marwiyah2
, Desi Sukenti3
, Ilyas Husti4
, Zamsiswaya Zamsiswaya4
1
Department of Islamic Religion Education, Faculty of Islamic Religion, Universitas Islam Riau, Pekanbaru, Indonesia
2
Department of Islamic Religion Education, Faculty of Tarbiyah and Teacher Training, Institut Agama Islam Negeri Palopo,
Palopo, Indonesia
3
Department of Indonesian Language and Literature Education, Faculty of Teacher Training and Education, Universitas Islam Riau,
Pekanbaru, Indonesia
4
Department of Islamic Religion Education, Faculty of Graduate Program, Universitas Islam Negeri Sultan Syarif Kasim Riau,
Pekanbaru, Indonesia
Article Info ABSTRACT
Article history:
Received Dec 27, 2022
Revised Apr 09, 2023
Accepted May 31, 2023
Developing social competence of madrasa teachers is increasingly popular in
the classroom, but of these teachers, mixed results (without clear reasons)
are reported. This study aims to see if increasing the use of problem-based
learning (PBL) by madrasa aliyah or senior high school teachers in
Indonesia increases their social competency in education. This study
employed a quasi-experimental technique and data from PBL intervention
program to investigate how PBL is connected with teacahers’ social
competency and was analyzed using a t-test. In general, the social
competence of madrasa teachers is solely treated as a predictor of the
practice of teaching Islamic religious education. Still, we discovered that the
greater use of PBL in learning can favorably affect the social competence of
madrasa teachers. PBL is positively associated with student involvement and
teaching in learning among the madrasa teacher social competency
subscales. However, according to data analysis, students’ favorable
responses to Islamic religious education learning practices can moderate the
link between PBL and the social competency of madrasa instructors. This
study has significance for the PBL model’s growth in strengthening the
social competency of madrasa teachers learning Islamic religious education.
Keywords:
Madrasa teacher
Problem-based learning method
Social competences
Teacher professionalism
Teaching and learning
This is an open access article under the CC BY-SA license.
Corresponding Author:
Syahraini Tambak
Department of Islamic Religion Education, Faculty of Islamic Religion, Universitas Islam Riau
Kaharuddin Nasution Street No. 113, Perhentian Marpoyan, Pekanbaru, Riau Province, Indonesia
Email: syahraini_tambak@fis.uir.ac.id
1. INTRODUCTION
The ability of madrasa or senior high school teachers to teach students as well as become
professionals in social competences [1]–[4] is associated with a variety of teacher attributes and behaviors
[4]–[6]. Several theories, in particular, show how madrasa teachers’ social competence influences their
abilities and teaching techniques related to instructional practice [1], [7]–[9]. Furthermore, teacher social
competency promotes self-development and improves educational institution quality [7], [10], [11].
Most research on the relationship between instructors’ social competencies and learning practices,
however, has employed cross-sectional data [1], [4], [10], [12]. This means that the data used in the study
may be used to compare respondents but cannot explain changes across time, severely limiting the empirical
potential to determine causality. Furthermore, a theoretical examination of teacher social competence reveals
a reciprocal or cyclical relationship between classroom experience and teacher social competence [11], [13]–

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Problem-based learning methods: Is it effective for developing madrasa … (Syahraini Tambak)
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[15]. As a result, changes in instructional practice may affect teacher social competence. According to another
research, social competency in madrasa learning entails a process of self-development with social [15]–[18].
These studies reveal that social competence is more psychologically investigated in the learning
process but do not prove that problem-based learning is strengthened in madrasa teacher learning. This
innovative research addresses madrasa instructors’ social competency using a problem-based learning
approach that varies from previous studies. This study investigates the relationship between the social
competency of madrasa teachers and instructional learning practices using data from a problem-based
learning (PBL) program intervention in Pekanbaru City, Riau, Indonesia. In 2019, the Riau Province Ministry
of Religion provided PBL program interventions to four public madrasa aliyah in Pekanbaru City to engage
madrasa teachers by transforming the learning strategy from teacher-centered lectures to student-centered
PBL [12]. The treatment group teachers were taught how to use PBL and were expected to use it in the
classroom for one semester, while the seven control group teachers were not encouraged to change their
teaching approaches. We used a quasi-experimental study approach with data from the program’s instructors
and students to investigate how increased use of PBL over one semester was related to changes in teacher
social competency in madrasas in learning.
This study must evaluate the relationship between madrasa teachers’ social competencies
and instructional practices using data from PBL program interventions in teaching Islamic religious
education to madrasa teachers as soon as possible. PBL, according to several theories, facilitates
learning progression [19]–[23]. Furthermore, the usage of PBL can serve to build a high-quality, competitive
learning environment for students, as well as a tradition of higher-order thinking [24]–[28]. As a result, this
study aims to see how problem-based learning influences madrasa teachers’ social competency in Islamic
religious education.
2. RESEACRH METHOD
2.1. Participant
In this study, 14 madrasas aliyah out of 26 in Pekanbaru City, Riau, Indonesia, seven were in the
treatment group, and seven were in the control group. The program’s key goals include teachers from various
madrasas who teach one of the four essential disciplines of Islamic religious education to madrasa aliyah
students: Akidah Akhlak/moral creed, Al-Qur’an Hadith, Fiqh/Islamic jurisprudence, and Islamic cultural
history (grade XI). These requirements are met by 139 teachers that participate in the PBL program. The pre-
treatment survey was completed by 78% of the treatment group instructors (56 out of 72), while the post-
treatment survey was conducted by 67% (48 teachers out of 72). The pre-treatment survey response rate for
the control group instructors was 55% (37 out of 67), while the post-treatment survey response rate was 49%
(33 out of 67).
The analysis in this study was based on skewed data, which indicates that some teachers and
students only completed the pre-treatment or post-treatment surveys. For example, 57 (48.7%) of the 117
unique teachers in the sample completed both the pre-treatment and post-treatment surveys, whereas 36
(30.8%) completed only the pre-treatment survey and 24 (20.5%) completed only the post-treatment survey.
As a result, in the final sample analysis for teacher survey data, the number of observations in the pre-
treatment period was 93 (53.4%), and the number of comments in the post-treatment period was 81 (46.6%).
In terms of student survey data, 1,107 (87.3%) of a total sample of 1,268 students completed both the pre-and
post-treatment questionnaires, while 109 (8.6%) completed just the pre-treatment survey and 52 (4.1%)
completed only the post-treatment survey.
According to a summary of basic teacher and student background characteristics, 82% of the 56
teachers in the treatment group were female, 38% had a master’s degree or higher education level, and the
average total teaching experience was 150.13 months (SD 99.39), or about 12.5 years, the average school
year at the current school is 24.15 months (SD 41.81), or about two years, and 79% are on permanent
contracts. There were no statistically significant differences between the treatment and control groups,
according to the basic means t-test. During the pre-treatment period, 44% of the students in the treatment
group were female, with a mean language score of 2.66. (score range: 0 to 5; standard deviation: 1.48).
T-tests at the start of the study revealed no statistically significant differences in gender composition or
Islamic religious education ratings between the treatment and control groups. On the other hand, the therapy
group had a higher proportion of children with parents with bachelor’s degrees. To account for these
differences explicitly, we included them as control variables in all regression models.
2.2. Choosing a sample
The madrasas for the treatment and control groups were not chosen randomly, which might skew
results and limit the extent to which causal conclusions can be established. Given the sample’s
representativeness, one treatment school is selected from one of the city’s seven separate school districts, and

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an appropriate control school is picked from the same district. Control madrasas were found to be the same
sex as treatment schools (one sex in the madrasa and grade level) and within two kilometers of each other.
Thus, in our sample, we have two madrasas (one experimental school and one control school) that are as
close to one other regarding gender organization and geographic location as possible. Because madrasa
teachers and students did not freely or self-select into the treatment or control groups, the danger of selection
bias was eliminated.
Although the research sample was not randomly picked, the differences in background
characteristics between madrasa teachers and students in the treatment and control groups were slight.
Furthermore, we show that the likelihood of being in the treatment vs. control group does not differ across
instructors depending on the majority of observable characteristics. Students are all in the same situation.
Each variable factor was controlled in all regressions. In terms of policy, the madrasas in our research are all
located in the same city of Pekanbaru, which has a highly centralized education system in which madrasas
are similar in terms of minimum teacher training and certification criteria curriculum and texts, teacher
wages, and finances. The quasi-experimental study approach is validated by the relatively high degree of
homogeneity between treatment and control schools.
2.3. Design
This study employed a quasi-experimental technique [29] to investigate the association between
PBL and the social competency of madrasa instructors, collecting survey data from teachers and students in
two periods: before and after the usage of PBL in the classroom for one semester. We primarily employ two
empirical methods: the difference-in-difference design and instrumental variables estimated using a two-
stage least squares technique. These two methodologies are frequently employed in policy assessment studies
to examine the causal influence of policies on the variables of interest [30]. The dependent variable of
interest in the study utilizing teacher data is a measure of teacher self-efficacy and its subscale. The
dependent variables of interest in the study using student data were students’ impressions of their teacher’s
attempts to foster curiosity, degree of class preparation, students’ self-assessments about their class
involvement, and self-assessments about how often they offered ideas in class. Because teacher and student
data can only be connected at the school level, and the study only included 14 madrasas, analyzing the
relationship between student and madrasa teacher factors is impossible. As a result, we first examined
teacher data to see how PBL was related to teachers’ social competency and its subscales. Following that, we
reviewed student data to see how they reacted to PBL. This allowed us to analyze whether the association
between PBL and social competence was attributable to PBL-induced changes in pupils.
2.4. Measurement
Various ways of assessing teacher social competency have been developed throughout the years
[31]. In its shortened form madrasa teacher social competency test (MTSCT) is used in this study [31].
MTSCT is made up of a stable factor structure that is broad enough to encompass a wide variety of relevant
teacher abilities for instructing. It is one of the most extensively used social competence tools for madrasa
teachers and is included in the national madrasa teacher survey. The MTSCT questionnaire used in this study
had 54 questions separated into three subscales of madrasa teacher social competence, with madrasa teacher
social competence as the average of 10 subscales. Each of the 54 questions assesses madrasa instructors’
competence to manage to learn and is graded on a 4-point Likert scale ranging from "not at all" to "A" a lot."
The subscales of madrasa teacher pedagogic competency include i) Social competence of madrasa teachers
in learning; ii) Social competencies of madrasa teachers in learning management; and iii) Social
competencies of madrasa teachers in engagement. Cronbach’s Alpha was utilized to analyze the instrument’s
internal consistency, which resulted in (a 0.93) for the complete device.
We utilized a dummy variable created from the instructor’s self-reported use of "many problems in
progress" reported on a 4-point Likert scale to quantify PBL frequency: i) Never or hardly never;
ii) Occasionally; iii) Frequently; and iv) In all or almost all lessons The variable was categorized as 0 if the
instructor reported using PBL "never or almost never" or "occasionally," and one if the teacher reported using
PBL "frequently" or "in all or virtually all lessons". The student survey’s measure of PBL frequency was
built similarly to the madrasa teacher survey. We examined student assessments of their teacher’s amount of
effort to promote student interest, level of class preparation, students’ level of engagement in class, and
frequency of brainstorming with other students in the category for student outcomes. All metrics are reported
on a 4-point Likert scale: (1) strongly disagree; (2) disagree; (3) agree, and (4) agree strongly. In addition, to
measure students’ intellectual competence, we provide an Islamic religious education exam with five
questions and possible scores ranging from 0 to 5.

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2.5. Procedure
Pre-semester training sessions precede the PBL program’s deployment during the madrasa semester.
Between June and July 2020, teachers from the seven treatment madrasas received 30 hours of training (over four
days) on how to use PBL in their classrooms. Six doctors who specialize in researching and implementing PBL
lead the sessions. A pair of professors oversee each madrasa’s training meeting. Learning the fundamental ideas of
PBL, formulating inquiry questions for PBL, understanding the roles of instructors and students, and building and
arranging courses comprise the training curriculum. One professor concentrates on the first two parts of training for
each pair of lecturers in charge of training for two madrasas, while the remaining lecturers focus on the latter two.
2.6. Data examination
Missing scores in madrasa teacher survey data varied from 0.6% to 2.3% across all factors and
periods. The two variables in the student survey data had two missing values each, giving a 0.08% loss rate.
To address missing instances, average imputation is utilized. In addition, the mean value of the relevant
variable from the appropriate school and respondent period is used to replace each missing value. Although it
was not stated in the study, there was no significant difference in the results compared to the analysis done
after excluding the list of respondents with missing values from the regression model.
Using a difference-in-difference methodology [32], [33], we first assessed the PBL program’s
treatment impact. The difference-in-difference technique captures the treatment effect by comparing the
change in the mean over time of the outcome variable for the treatment group to the difference in the
standard over time for the control group. The necessary assumption is that changes in outcome variables for
the treatment and control groups will be similar across time in the absence of therapy. This is known as the
parallel trend assumption because it requires temporal trends in outcome variables to be parallel in both
groups before treatment. He should be aware that the beliefs demand identical movements, not the rate of
outcome variables. If this assumption is correct, the difference in change over time between the treatment and
control groups is regarded as a treatment-caused effect [32]. Empirical validation of the premise of parallel
trends necessitates data collection at many periods before treatment. We cannot, however, directly test the
assumption of similar developments because we only have data for a single time before and after therapy.
Nonetheless, given the relatively high degree of homogeneity between the treatment and control groups, any
variations in trends in the outcome variables are unlikely to be related to factors other than the PBL program
intervention. The empirical model used to get the difference-in-difference estimate is as (1):
Yijt=β0+β1TreatjxPostt+β2Treatj+β3Postt+Xig+εijt (1)
Where I, J, and t denote the individual (either instructor or student), school, and period, respectively [34].
Individual I in school j at time t: yijt is the dependent variable of interest, such as social competency for
madrasa instructors or student replies. Based on the mean and standard deviation of group scores, all
dependent variables are normalized to have a mean of 0 and a standard deviation of 1. This was done to make
interpretation more accessible, particularly regarding how the results changed compared to the control group.
If it is more significant than one, the responder is a nursing school student, and if it is less than one, the
respondent is a madrasa student. If time t is the post-treatment period (i.e., after the fall 2020 semester), Post
equals 1; otherwise, Post equals 0. (i.e., before the intervention). Treaty post is an interaction between
treatment indicator variables and the period [35]. Xi is a vector control variable that includes individual
characteristics like responders. They had gender, education level, overall teaching experience (in months),
recent teaching experience at madrasas (in months), and kind of employment contract for madrasa
instructors. In addition, they included the student’s gender, parental education level, eldest child status, and
test math results for pupils. ijt is an error word that is grouped at the school level.
In addition to adopting PBL in the classroom, treatment group instructors received PBL
consultations throughout the semester, which may be associated with teacher self-efficacy independently.
Although we discovered that the usage of PBL by treatment group instructors rose considerably after
treatment, any treatment effects found using the difference-in-difference methodology may be ascribed partly
to consultation. We employ a two-stage least squares instrumental variable estimate method to tackle this
problem. This method allows us to empirically quantify the changes in PBL use generated by PBL programs
and examine how these exogenous changes are related to madrasa instructors’ social competency.
3. RESULTS AND DISCUSSION
3.1. Result
3.1.1. Teacher analysis
Table 1 shows the influence of the PBL program on madrasa instructors’ social competence and
subscales, as measured by the design differences. The first column reveals that the PBL program is

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connected with a 0.942 standard deviation rise in the social competence of madrasa instructors (p 0.01).
Column 2 reports that the PBL program has a significant relationship with the social competence of
madrasa teachers in instruction, with a standard deviation of 1.011 (p 0.01), and column 4 reports that the
PBL program has a significant relationship with social competence in engagement, with a standard
deviation of 0.899 (p 0.01). The results in column 3 reveal that the PBL program has no significant
influence on madrasa instructors’ social competency in classroom management. This suggests that the
positive impact of PBL programs on the overall social competence of madrasa instructors is driven by
social competence in teaching and student involvement. PBL had the most significant influence on
teachers’ social competence in engagement among the madrasa teacher social competence subscales, as
should be predicted given that the important change represented in treatment was modifications in
instructional practice.
Tabel 1. Problem-based learning and social competence: difference-in-differences estimates
Dependent variable
(1) (2) (3) (4)
Social competence of
madrasa teachers
Social competence in
instruction
management
engagement
Post treat 0.942*** 1.011*** 0.509 0.899***
(0.299) (0.272) (0.327) (0.242)
Post 0.012 0.318 0.028 0.013
(0.202) (0.184) (0.235) (0.166)
Treat 0.740** (0.245) 0.811** (0.263) 0.588** (0.250) 0.571*** (0.179)
Student math score 0.046 0.103 0.089 0.067
(0.165) (0.136) (0.160) (0.157)
Female 0.091 0.202 0.088 0.020
(0.473) (0.452) (0.497) (0.315)
Magister/MA and above 0.082 0.022 0.077 0.083
(0.304) (0.264) (0.311) (0.237)
Total teaching experience 0.004** 0.003** 0.003* 0.003*
(0.002) (0.001) (0.002) (0.001)
Experience at current school 0.001 0.002 0.000 0.002
(0.002) (0.003) (0.002) (0.002)
Permanent 0.724* 0.559 0.662 0.674**
(0.378) (0.338) (0.446) (0.272)
Observations 174 174 174 174
R-squared 0.222 0.319 0.131 0.212
*Note: If the post-treatment period is 1, the pre-treatment period is 0; Treatment: coded 1 if in the treatment group, 0 if in the control
group; Average math test results for school-level kids (scores 0e5); Female: Coded 1 if female, 0 if male; MA and above: Coded 1 if the
highest education level is S2 or higher, 0 otherwise; Total teaching experience and current school experience in months permanent:
Coded 1 if the employee is permanent, 0 if the contract is temporary. The dependent variable was normalized to have a mean of 0 and a
standard deviation of 1, based on the mean and standard deviation of the control group. The average of three self-efficacy subscales was
used to determine teacher self-efficacy (instruction, student engagement, classroom management). The survey questions for assessing
the social competency subscale of madrasa instructors were answered on 4 points: The Likert scale (1: "Not at all" to 4: "A lot"), with
four questions posed for each subscale. Standard mistakes congregate at the school level. ***p<0.01, **p<0.05, *p<0.1.
The results of the instrumental approach factors on the influence of adopting PBL on the social
competence of madrasa teachers and their subscales are presented in Table 2. Column 1 of the panel contains
the findings of the first stage regression. (b). By 44.6% points (p 0.05), the intervention program raised the
chance of applying PBL in the classroom either "frequently" or "in all or virtually all indicators". This
demonstrates that the PBL intervention program generates significant changes in how teaching occurs in the
classroom. Table 2’s panel (a) displays the results of the second stage of the instrumental-variable approach
regression. The projected PBL frequency values from the first-stage regression estimates were gathered and
placed into the deterioration to estimate. Exogenous increases in the usage of PBL were related to an increase
in the social competence of madrasa instructors by 2.270 standard deviations (p 0.1) in column 1 of the panel
(a). PBL also increased self-efficacy in instruction and engagement by 2.115 standard deviations (p 0.1) and
2.016 standard deviations (p 0.05), respectively. PBL was shown to have no significant influence on social
competency in classroom management, as in the difference-within-difference estimate.
3.1.2. Student analysis
The beneficial relationships shown between madrasa instructors’ social qualities and PBL may be
mediated by the impact of PBL on pupils. Students are put in one classroom in madrasa aliyah in Pekanbaru,
while instructors in charge of different courses arrive in separate classes at other times to teach their
respective subjects; hence grade level analyses relating to student and teacher outcomes are not possible.
Students and instructors can communicate at the madrasa level, but the school-level study would lack

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statistical power because our data only includes twelve madrasas. As a result, we can only estimate the link
between PBL student reports and student replies and conclude indirectly that any influence identified in the
student data may be connected to the positive association discovered in the madrasa teacher data between
PBL and instructors’ social competency.
Table 3 shows the estimated difference-in-difference calculated and student survey data. Estimates
were derived for the entire sample and the madrasa subsample, which consisted of the three treatment group
madrasas with the highest PBL increases and their matching control madrasas. According to the teacher and
student surveys results, instructors from State Madrasa Aliyah 1, State Madrasa Aliyah 2, and State Madrasa
Aliyah 4 increased their usage of PBL the most following the PBL program. Column 2 of the panel (a)
reveals that the PBL intervention program resulted in a 0.155 standard deviation rise in the perception of
attempts to gain teachers’ interest (p 0.1). The PBL program had no statistically significant link with other
student factors. We discovered that the PBL program improved the madrasa teacher’s impression of interest
by persuasion effort by 0.360 standard deviations (p 0, 05) in panel (b), where the study was confined to the
three care schools where PBL rose the highest and their matched control madrasa. This demonstrates
tremendous growth.
Table 4 summarizes the results of the variable instrumental technique. Estimates for the total sample
(panel (a)) and the subgroup of the three madrasas with the most considerable improvement in PBL and their
matching control schools (panel (b)) are shown separately. PBL boosted the impression of madrasa teacher
interest induction efforts by 0.792 standard deviations (p 0.1) and the extent to which students communicated
ideas with each other in a class by 0.995 standard deviations (p 0.1) in panel (a). There is no statistically
significant association between instructor class preparation and student class participation. When the analysis
was limited to three madrasas that experienced the most tremendous increase in PBL and their matched
control madrasas, increased use of PBL was associated with a 0.674 standard deviation increase in
perceptions of classroom preparation teachers (p 0.1), a 1.010 standard deviation increase in perceptions of
the madrasa teacher’s interest in persuasion efforts (p 0.1 0.01), and a standard deviation increase in
students’ sharing of ideas in class.
Table 2. Problem-based learning and madrasa teacher social competence: two-stage least squares estimates
(a) Second stage
Dependent variable
(1) (2) (3) (4)
Social competence of
madrasa teachers
Social competence
in instruction
management
engagement
Predicted PBL 2.270* 2.115* 1.143 2.016**
(1.190) (1.159) (0.945) (0.949)
Post 0.122 0.421 0.250 0.378
(0.646) (0.636) (0.509) (0.522)
Treat 841** (0.334) 0.768** (0.325) 0.603** (0.288) 0.597** (0.259)
Controls YES YES YES YES
Observations 174 174 174 174
(b) First stage
Dependent variable: PBL (1)
Post treat 0.446** (0.158)
Post 0.194
(0.131)
Treat 0.013
(0.066)
Controls YES
Observations 174
F-statistic 14.89
*Problem-based learning: The dummy variable is coded 1 if problem-based learning is used "often" or "in all or
virtually all lessons," and 0 if it is used "never or almost never" or "sometimes". Panel (a) PBL prediction is the same
as panel (b) regression PBL prediction; Post: coded 1 if the period is post-treatment, 0 if it is pre-treatment. Treatment
is marked 1 if you are in the treatment group and 0 if you are in the control group. All regressions took the following
factors into account: Gender: Female is coded 1 while male is coded 0; Teacher education level: Coded 1 if the highest
education level is S2 or higher, 0 otherwise; In months, total teaching experience and present school experience
permanent employee: Code 1 if permanent employee, 0 if contract employee. Based on the mean and standard
deviation of the control group, the second stage dependent variable was standardized to have a mean of 0 and a
standard deviation of 1. The average of three subscales of madrasa teacher social competence was used to determine
madrasa teacher social competence (instruction, student involvement, classroom management). The madrasa
instructors’ social competence subscale was assessed using a 4-point Likert scale (1: "Not at all" 4: "A lot"), with four
questions posed for each subscale. Standard mistakes tend to congregate at the school level. ***p<0.01, **p<0.05,
*p<0.1.

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Table 3. Problem-based learning and student outcomes: difference-in-differences estimates
Dependent variable
(1) (2) (3) (4)
Teacher preparation Teacher inducement Share idea Class participation
(a) Sample: All schools
Post treat 0.090 0.155* 0.159 0.093
(0.086) (0.084) (0.114) (0.079)
Observations 2266 2266 1944 2266
R-squared 0.013 0.011 0.011 0.072
(b) Sample: PBL top three schools
Post treat 0.240 0.360** 0.214 0.027
(0.130) (0.090) (0.157) (0.114)
Observations 1146 1146 988 1146
R-squared 0.012 0.018 0.011 0.059
*Note: All dependent variables were standardized to have a mean of 0 and a standard deviation of 1,
based on the mean and standard deviation of the control group. Teacher inducement: students’
general perception of the teacher’s efforts to encourage participation (1: “Strongly disagree” ~ 4:
“Strongly agree”); Teacher preparation: students’ general perception of teacher preparation for class
(1: “Strongly disagree” ~ 4: “Strongly agree”); Sharing ideas with classmates: the extent to which
ideas are shared with classmates during class (1: "Not at all" ~ 4: "A lot"); Class participation: Self-
assessment of enthusiastic class participation (1: “Strongly disagree” ~ 4: “Strongly agree”). All
control regressions were: Gender: Coded 1 if female, 0 if male; Teacher education level: coded 1 if
the highest education level is S2 or more, 0 otherwise; Total teaching experience and current school
experience in months; Type of work: Coded 1 if permanent worker, 0 if temporary contract. Top
three PBL madrasa refers to the treatment madrasa and its rival madrasas where the increase in the
use of PBL is among the largest (top three) among the treatment schools. Standard error clustered at
school level. ***p<0.01, **p<0.05, *p<0.1.
Tabel 4. Problem-based learning and student outcomes: two-stage least squares estimates
(a) Second stage-all schools
Dependent variable (1) (2) (3) (4)
Predicted PBL 0.457 0.792* 0.995* 0.472
(0.438) (0.439) (0.603) (0.429)
Observations 2266 2266 1944 2266
(b) Second stage-PBL top three
Dependent variable: (1) (2) (3) (4)
Predicted PBL 0.674* 1.010*** 0.724* 0.075
(0.348) (0.355) (0.433) (0.303)
Observations 1146 1146 988 1146
(c) First stage
Dependent variable: PBL (1) All schools (2) PBL top three
Post treat 0.196*** (0.038) 0.357*** (0.052)
Controls YES YES
Observations 2266 1146
F-statistic 346.90 295.38
*Note: Regression in panel (b) is limited to the top three treatment madrasas in terms of increased use of PBL as well as
corresponding control madrasas. PBL predictions in panel (a) are obtained from the first stage regression in panel (c), column
1; PBL predictions in panel (b) were obtained from the first stage regression in panel (c), column 2. Teacher induction:
Student motivation general perceptions of teacher efforts to encourage participation (1: “Strongly disagree” ~ 4: “Strongly
agree”); Teacher preparation: students’ general perceptions of class preparation teachers (1: “Strongly disagree” ~ 4:
“Strongly agree”); Sharing ideas with classmates: the extent to which ideas are shared with classmates during class (1: “Not
at all” ~ 4: “A lot”); Class participation: Self-assessment of enthusiastic class participation (1: “Strongly disagree” ~ 4:
“Strongly agree”). All regressions controlled for the following: Gender: Coded 1 if female, 0 if male; Teacher education
level: Coded 1 if the highest education level is S2 or more, 0 otherwise; Total teaching experience and current school
experience in months; Permanent employee: Coded 1 if permanent employee, 0 if temporary contract. Standard error
clustered at the madrasa level. ***p<0.01, **p<0.05, *p<0.1.
3.2. Discussion
In this study, we investigate if increasing the usage of PBL by madrasa aliyah teachers in Indonesia
increases their social competency. According to estimates produced using a difference-in-difference design
and an instrumental variable approach, the PBL curriculum had a favorable influence on the social
competence of madrasa instructors. In addition, difference-in-difference design analysis of student data
revealed that the PBL program positively influenced students’ views of the degree of effort a teacher

349
expended to pique students’ interest. PBL was positively related to madrasa teachers’ perceptions of class
preparation, efforts to induce madrasa teacher interest, and the frequency with which students shared ideas in
class when estimated using an instrumental variable approach on the subset of schools with the most
significant increase in PBL use.
The positive relationships between PBL and madrasa teachers’ social competencies suggest that
learning practices are not just the product of madrasa teachers’ social competencies, as is commonly
assumed, but may also contribute to changes in madrasa teachers’ social competencies. Based chiefly on
cross-sectional data analysis, academics tend to regard madrasa instructors’ social competency as a factor of
the learning method approach [9], [31], [36]–[38]. This study gives empirical evidence for alternative
understanding; it may also be for learning techniques to influence madrasa teachers’ social competency. Data
analysis using the quasi-experimental PBL approach spanning two time periods gave more evidence for
determining causality than earlier research based on cross-sectional data. This study introduces teaching
practice as a moderating element impacting madrasa teachers’ pedagogy, contributing to the literature on
teacher social competency development [18], [39]–[42].
Experience may have a significant role in strengthening the social competence of madrasa
instructors, according to the three primary sources of building social competence of madrasa teachers
founded on social cognitive theory. When instructors consider their performance as madrasa teachers
effective, they achieve experience mastery. PBL may result in a more favorable educational experience for
pupils, resulting in a rise in the social competency of madrasa instructors [5], [43]–[46]. Due to data
constraints, we did not directly analyze the link between pupils and madrasa instructors’ social competency.
The favorable links were shown between PBL and student results, on the other hand, indicate the likelihood
of mastery experiences [12], [37], [47]–[49]. Among the three madrasas that saw the most significant
increase in PBL, there was a positive and statistically significant change in how they carried out their
teacher’s efforts to stimulate interest and preparatory classes, as well as an increase in the frequency with
which they shared ideas with other students in the class. If expressed to teachers, students’ good opinions of
instructors in the classroom can help teachers who appreciate the effectiveness of their own teaching.
Furthermore, participation in course content is likely tied to contributing thoughts in class. Positive
impressions of madrasa instructors and increased interaction in the classroom by sharing ideas likely to lead
to mastery experiences that promote teacher social competency.
This study has shortcomings that should be addressed in future research. First, the use of a subject-
near assessment of madrasa teacher social competency is the first possible shortcoming of this study. Some
academics suggest that madrasa teachers’ social competency should be developed in conjunction with the
unique teaching situation, such as the subject being taught [37], [50]–[53]. Although the extra predictive
value and generalizability of such characteristics have not been identified, further research using different
measures of madrasa teacher social competency may result in more robust estimations. Second, this study
employed self-reported teacher social competency indicators from teachers. Simply measuring instructors’
evaluations, on the other hand, might lead to positive or negative self-assessment bias, distorting and
underestimating the link between teachers’ social competencies and others. Several data sources to assess
social competencies, such as teacher and student evaluations, can lead to more accurate and stable results
[38], [42], [50], [54]. Third, the primary findings have limits in terms of generalizability. This study had a
limited sample size and was only done in schools in the Pekanbaru Metropolitan City. In addition, the
response rate to the madrasa teacher survey is poor. As a result, generalizing the findings to national or
international levels may have limitations. Future research should broaden the scope and quantity of madrasa
professors to acquire more generalizable results. Finally, this study only looked at the influence of PBL after
it had been in place for one semester. The instructional technique may be broadened to acquire complete
knowledge of how PBL influences the social competency of madrasa instructors (e.g., more than one
semester). Long-term impacts should also be evaluated using outcomes recorded at subsequent periods.
According to estimates generated using a difference-in-difference design and an instrumental
variable method, the PBL program had a favorable influence on the social competency of madrasa
instructors in Islamic religious education learning. In addition, difference-in-difference design analysis of
student data revealed that the PBL program positively influenced students’ views of the degree of effort a
teacher expended to pique students’ interest. Finally, estimating an instrumental variable approach on the
subset of schools with the most significant increase in PBL use discovered that PBL was positively related to
teachers’ perceptions of class preparation, attempts to elicit teacher interest and the frequency with which
students shared ideas in class.
This study provides empirical evidence for alternative understanding; it might also be used to impact
the social competency of madrasa instructors in studying Islamic religious education via learning activities.
Data analysis using quasi-experimental approaches spanning two time periods gave more support for causal
interpretation than earlier research based on cross-sectional data. This study adds to the literature on the
development of madrasa teachers’ social competencies in Islamic religious education learning by including

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350
teaching practice as a mediating element that impacts their social competence. This study aims to create a
theory of problem-based learning on the social competency of madrasa instructors in studying Islamic
religious education. The Ministry of Religion of the Republic of Indonesia can generally develop the
conclusions of this study in all madrasas learning at madrasas. This study only looked at the influence of
PBL after it had been in place for one semester. The length of applying the instructional technique can be
prolonged to acquire more full knowledge of how PBL influences the social competency of madrasa
instructors (e.g., more than one semester). Long-term impacts should also be evaluated using outcomes
recorded at subsequent periods. So, in the madrasa teaching profession, developing madrasa teacher self-
efficacy in language learning through a capable PBL process is critical.
4. CONCLUSION
According to estimates generated using a difference-in-difference design and an instrumental
variable method, the PBL program had a favorable influence on the social competency of madrasa
instructors in Islamic religious education learning. In addition, difference-in-difference design analysis of
student data revealed that the PBL program positively influenced students’ views of the degree of effort a
teacher expended to pique students’ interest. Finally, estimating an instrumental variable approach on the
subset of schools with the most significant increase in PBL use discovered that PBL was positively related to
teachers’ perceptions of class preparation, attempts to elicit teacher interest and the frequency with which
students shared ideas in class. This study provides empirical evidence for alternative understanding; it might
also be used to impact the social competency of madrasa instructors in studying Islamic religious education
via learning activities. Data analysis using quasi-experimental approaches spanning two time periods gave
more support for causal interpretation than earlier research based on cross-sectional data. This study adds to
the literature on the development of madrasa teachers’ social competencies in Islamic religious education
learning by including teaching practice as a mediating element that impacts their social competence. This
study aims to create a theory of problem-based learning on the social competency of madrasa instructors in
studying Islamic religious education. The Ministry of Religion of the Republic of Indonesia can generally
develop the conclusions of this study in all madrasas learning at madrasas. This study only looked at the
influence of PBL after it had been in place for one semester.
The length of applying the instructional technique can be prolonged to acquire more full knowledge
of how PBL influences the social competency of madrasa instructors (e.g., more than one semester). Long-
term impacts should also be evaluated using outcomes recorded at subsequent periods. So, in the madrasa
teaching profession, developing madrasa teacher professionalism in teaching, and learning through a capable
PBL process is critical.
ACKNOWLEDGMENTS
This research was supported by the Institute of Research and Community Service, Universitas Islam
Riau, Indonesia by grant number 71/KONTRAK/LPPM-UIR/5-2020. This includes support from all teachers
involved in this research, madrasa principals, and Islamic religious education study programs, Universitas
Islam Riau.
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BIOGRAPHIES OF AUTHORS
Syahraini Tambak is an assosiciate professor from the deaprtement of Islamic
religion education, Faculty of Islamic Religion, Universitas Islam Riau, Indonesia. He is the
head of the curriculum department at the Association of Indonesian Islamic Education Study
Programs in Indonesia. He is also currently the deputy dean for academic and institutional
affairs at the Faculty of Islamic Religion, Universitas Islam Riau, Indonesia. Obtained his
Ph.D in Islamic Religious Education in 2017 from Universitas Islam Negeri Sultan Syarif
Kasim Riau, Indonesia. His research interests are Islamic learning methods, madrasa teacher
professionalism, Islamic education, and learning Islamic behavior. Currently, he is
concentrating on researching the professional development of Indonesian madrasa teachers.
He can be contacted at e-mail: syahraini_tambak@fis.uir.ac.id.
Siti Marwiyah is a lecturer at the Islamic religious education study program,
Palopo State Islamic Institute, Indonesia. He is very concerned in researching the field of
Islamic religious education as part of the achievement of the tridharma of higher education in
Indonesia. For him, teaching is the highest calling of the soul as a form of devotion to Allah
SWT. The progress of a nation, in his view, must begin with quality education. So, he is very
concerned about the development of Islamic education in Indonesia, and it must be done with
continuous research. For him, research is the spirit of the development of Islamic education in
Indonesia. She can be contacted at e-mail: dr_hj_st_marwiyah@iainpalopo.ac.id.

353
Desi Sukenti is an assistant professor of the Indonesian Language and Literature
Education Study Program, Faculty of Teacher Training and Education, Universias Islam Riau,
Indonesia. He is an Indonesian language instructor for foreign speakers in Indonesia. Currently
as secretary of the Indonesian language and literature education study program. Currently he is
the head of the Departement of Indonesian language and literature education, Faculty of
Teacher Training and Education, Unviersitas Islam Riau, Indonesia. Currently, he is also
participating in a doctoral program (Ph.D) in the field of Indonesian language and literature
education at Unviersitas Negeri Padang, Indonesia. His research concerns are; evaluation of
Indonesian language and literature education, media and learning technology; and professional
development of Indonesian language teachers. She can be contacted at e-mail:
desisukenti@edu.uir.ac.id.
Ilyas Husti is professor in Islamic education from the Universitas Islam Negeri
Sultan Syarif Kasim Riau, Indonesia. Currently he is the director of the postgraduate program
at UIN Suska Riau. He is also the General Chairperson of the Indonesian Ulema Council for
the Riau Region, in addition to being Rois Syuriah, the Executive Board for the Nahdhatul
Ulama Region for the Riau Province. He is very concerned about research in the field of social
sciences and various matters related to interpretation and hadith. He is also very concerned
about community development in various activities and highly promotes research in the field
of social sciences. He can be contacted at e-mail: ilyas_husti@uin-suska.ac.id.
Zamsiswaya is associate professor in Islamic education from the Islamic
Education Study Program, Faculty of Islamic Studies, Universitas Islam Negeri Sultan Syarif
Kasim Riau, Indonesia. He is chief of department of Islamic Religion Education, Postgraduate
at Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia. He is very concerned about
research in the field of social sciences and various matters related to interpretation and hadith.
He is also very concerned about community development in various activities and highly
promotes research in the field of social sciences. He can be contacted at e-mail:
zamsiswaya@uin-suska.ac.id.

Problem-based learning methods: Is it effective for developing madrasa teacher social competence in teaching?

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Problem-based learning methods: Is it effective for developing madrasa teacher social competence in teaching?