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This study aims to analyze the application of the Problem Based Learning method in Islamic Jurisprudence learning at MAN 1 Solok, and to identify supporting and inhibiting factors in its implementation. The research method used is a qualitative approach with a case study research type. Problem Based Learning is applied to improve students' creativity in thinking and building solidarity in making decisions. The results of the study indicate that the application of the Problem Based Learning method is able to form students who are creative, critical, able to solve problems through decision making based on various opinions, and respect differences. This method is also effective in increasing students' activeness, collaboration, and understanding of Islamic Jurisprudence material. Supporting factors for the implementation of this method include the availability of facilities and infrastructure, teacher creativity, and a conducive learning environment. The inhibiting factors found are students' difficulties in expressing ideas, differences in levels of understanding between students, and time constraints in the learning process.

Effective learning is reflected in the extent to which learning objectives can be achieved. This study aims to examine how the planning, implementation, and evaluation of Fiqh learning using the Problem Based Learning (PBL) model in measuring the critical thinking skills of students in grades VII to IX at MTs Salafuyah Purwakarta. This study uses a qualitative approach involving teachers and students as the main subjects. Data were obtained through field observations, documentation, and interviews with teachers and students, which were then analyzed using domain, taxonomy, and componential analysis techniques. The results of the study indicate that the Fiqh learning planning in grades VIII and IX has been prepared in accordance with the Learning Implementation Plan (RPP) which refers to the steps of the PBL model. The learning implementation process also follows the stages in the model, with the teacher acting as a facilitator, including providing internet access to support learning activities. Learning evaluation includes cognitive, affective, and psychomotor aspects. The results of students' critical thinking skills show that grade VII students are in the fairly critical category, while grade VIII and IX students are included in the critical category.