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All Journal Jurnal Pendidikan Matematika dan IPA Jurnal Pengajaran MIPA EDUSAINS TARBIYA : Journal Education in Muslim Society Jurnal Inovasi Pendidikan IPA Jurnal Ilmiah Peuradeun Jurnal BIOEDUIN : Program Studi Pendidikan Biologi JPBIO (Jurnal Pendidikan Biologi) Jurnal Penelitian Kebijakan Pendidikan Journal for Lesson and Learning Studies Proceeding Biology Education Conference Jurnal Penelitian Kebijakan Pendidikan Journal of Educational Sciences Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Pendidikan Progresif Jurnal Tarbiyatuna Jurnal Penelitian Kebijakan Pendidikan
Yanti Herlanti
Pendidikan Biologi, UIN Syarif Hidayatullah Jalan Ir. H. Djuanda 95 Jakarta, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Transforming Fiqh Instruction Through the Cyber Scientific Approach: Enhancing Critical Thinking in Islamic Education Sapiudin, Sapiudin; Herianingtyas, Nur Luthfi Rizqa; Herlanti, Yanti; Hudaa, Syihaabul; Wajdi, Muhammad Barid Nizarudin; Ying, Luo
Jurnal Ilmiah Peuradeun Vol. 14 No. 1 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i1.2198

Abstract

Fiqh learning in Indonesia has traditionally relied on lecture-based instruction rooted in pesantren pedagogy, which often prioritizes knowledge transmission over analytical engagement. This approach, while culturally embedded, poses challenges for cultivating critical thinking skills in 21st-century education. This study introduces the Cyber Scientific Approach (CSA), an instructional model that integrates the scientific method with guided cyber exploration to promote inquiry-based, student-centered learning in Fiqh classrooms. Employing a mixed-methods design, the research involved 60 senior secondary students across three grade levels, combining qualitative data from classroom observations and interviews with quantitative analysis of pre-test and post-test assessments using FRISCO indicators. CSA was implemented through a seven-stage process encompassing Observation, Questioning, Cyber Exploration, Association, Experimentation, Communication, and Conclusion. The findings demonstrate moderate but consistent improvements in students’ critical thinking skills across all grades, evidenced by statistical gains and enhanced classroom engagement. This study offers a structured pedagogical framework that aligns the normative foundations of Islamic jurisprudence with contemporary cognitive and digital competencies. It contributes to advancing Islamic education by providing an empirically grounded model for integrating critical thinking and technology in value-laden curricula.
Peningkatan Kemampuan Berpikir Kritis Peserta Didik Melalui Model Pembelajaran Berbasis Isu-Isu Sosiosaintifik Ekologi Putri, Rizka Ikhtianti; Herlanti, Yanti; Muliyah, Evi
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 21, No 1 (2024): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Abstract

Critical thinking skills are an important component of 21st century skills, but students' skills in Indonesia are still low. This study aims to improve students' critical thinking skills through a socio-scientific issues-based learning model. The study used a quasi-experimental method with a non-equivalent pretest-posttest control group design involving students in class X.9 as the control class and students in class X.10 as the experimental class at SMA 5 Depok. The results showed that the socio-scientific issues learning model showed an increase in students' critical thinking skills with a significance value of 0.09. The average pretest score of the experimental class was 63.05, and after being treated, the average posttest score increased to 67.26. The standard deviation for the pretest was 12.46, while for the posttest it was 16.04. When compared to the PBL/PJbL learning model that teachers usually use for ecological concepts, critical thinking skills showed a significance value of -0.12. This significance value indicates that the two classes are not significantly different in critical thinking skills.
Co-Authors agnah, siti mulya Al-Farisi, Fadli Robby Any Fitriani Apriliani, Adelia Siti Nur Azizah, Nadia Nur endah, endah Fachry Abda El Rahman Fadilah, Eva Fadlilah, Dina Rahma Fadlillah, Dina Rahma Fakhri, Fakhri Hidayat, Dinnisa Haura Zhafira Hudaa, Syihaabul Ijang Rohman Meiry Fadilah Noor Muliyah, Evi Nida Husna Nobira, Shinji Nur Luthfi Rizqa Herianingtyas Nurlaela, Ai Nuryani Rustaman Putri, Rizka Ikhtianti Qumilaila, Qumilaila Rahmawati, Rahmawati Rusdi Rusdi Salwa Mutia, Nabila Sapiudin Sapiudin Tri Ade Mustakim Usawatun Amalia Wajdi, Muhammad Barid Nizarudin Ying, Luo Zein, Nadya Zulfiani Zulfiani