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All Journal Dinamika Ilmu Applied Information System and Management Jurnal Analis Kesehatan JURNAL PENDIDIKAN TAMBUSAI El-Tsaqafah: Jurnal Jurusan PBA Warta Penelitian Perhubungan Tarbawiyah Jurnal Ilmiah Pendidikan Moderat Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Alsina : Journal of Arabic Studies Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam Kalamuna Al-Uslub: Journal of Arabic Linguistic and Literature Jurnal Bina Bangsa Ekonomika CHEDS: Journal of Chemistry, Education, and Science Journal of Anesthesiology and Clinical Research DINAMIKA ILMU: Jurnal Pendidikan JMLS: Journal of Medical Laboratory and Science INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) DISCOURSE : Indonesian Journal of Social Studies and Education Journal of Islamic Education Research Warta Penelitian Perhubungan
Abdul Mutholib
3BATAN Serpong, Indonesia
Religion Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Medicine & Pharmacology Neuroscience Social Sciences Transportation Other

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Journal : Journal of Islamic Education Research

 1 
Islamic Religious Education Teachers’ Efforts to Foster Students’ Critical Thinking Mutholib, Abdul; Gürel, Irmak Sude
Journal of Islamic Education Research Vol. 6 No. 3 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i3.489

Abstract

Critical thinking is pivotal for 21st century learners, yet its cultivation in Islamic Religious Education classes is under examined. This qualitative field study at SMAN 1 Lumajang employed classroom observations, semi structured interviews with the principal, one teacher, and six students, alongside document analysis to explore how teachers foster students’ critical thinking. The teacher deliberately integrated discussion, Two Stay Two Stray, debate, case studies, and HOTS based assessment. These strategies stimulated students to classify, analyse, evaluate, and summarise Islamic concepts independently. Supporting factors included the teacher’s professional competence and adequate facilities; heterogeneous student abilities and limited instructional time constrained deeper reflection. Purposeful pedagogical design and a dialogic learning environment enable teachers to foster critical thinking, though structural constraints must be addressed for sustained improvement.
Fostering Students’ Critical Thinking in Islamic Religious Education: A Qualitative Descriptive Study of Teachers’ Practices Mutholib, Abdul; Gürel, Irmak Sude
Journal of Islamic Education Research Vol. 6 No. 3 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i3.489

Abstract

The development of students’ critical thinking has become an increasingly important concern in Islamic Religious Education (IRE), as religious learning is expected to support reflective reasoning and ethical judgment grounded in Islamic values. Numerous studies emphasize the importance of integrating critical thinking into IRE; however, much of the existing literature remains conceptual or policy-oriented. Empirical evidence documenting how teachers enact critical thinking through everyday classroom practices, particularly based on qualitative classroom observations, remains limited. In this study, critical thinking is defined as students’ capacity to analyze, interpret, evaluate, and reflect on religious concepts and real-life issues. Higher-order thinking skills (HOTS) are conceptualized as pedagogical and assessment-oriented strategies employed by teachers to facilitate this cognitive process. Accordingly, this study aims to explore how Islamic Religious Education teachers foster students’ critical thinking through the integration of HOTS-oriented instructional strategies in classroom practice using a qualitative descriptive design. This study is limited to a specific institutional context and focuses on teachers’ instructional practices rather than quantitatively measuring students’ learning outcomes. However, it offers empirical insight into classroom-level implementation of critical thinking in IRE and contributes practical guidance for educators seeking to integrate HOTS while preserving the moral and spiritual objectives of Islamic education.
Co-Authors Abda Abda Abdul Wadud, Abdul Afriayani, Iis Agus Retnanto Al Faqir, Supri Alfilail, Safira Nur Amin Nasir Amri, Faaza Bil Anggara, Syamfa Agny Anni Anggraeni, Anni Aprilia, Ucha Ari Hardianto Arvianti, Najwa Asnan, Anisa Putri Asrori Asrori Br Ginting, Ela Riana Dani, Hamril Dumadi, Dumadi Ed, Erwin Ellinasari, Tiara Fita Eri Rustamaji Erwin Edyansyah, Erwin Fadila, Sisca Nurul Febriyani, Erisa Fuad Munajat Garini, Ardiya GUNTORO, RISMAN Gürel, Irmak Sude Hadijah Hadijah Halius, Nadiya Lutfiah Handayani Handayani Hermansyah, Herry Hikma, Elfa Nur Husein Hernadi Bahti Janitra, R S Karmina, Putri Karneli, Karneli Khoiriah, Nasihatul Krisna Rendi Awalludin Masdariah, Een Maylani, Wina Muhammad Yusuf Mulyadi Mulyadi Munjiah, Ma’rifatul Munjiah, Ma’rifatul Nia Kumaladewi Nida, Zahrotun Nisa, Luthfiyah Khoirun Nst, Hafni Indriati Nur Aeni Hidayah Nurbojatmiko Nurbojatmiko, Nurbojatmiko Nurhayati Nurhayati Ramadan, Alika Padia Rasudin, Asep Ratna Sari Dewi Sembiring, Surya Julius Suhada Suhada, Suhada Sulong, Amart Syafei, Minda Syafina Umami, Meriza Zaman, M. Badrun Zamzani Zamzani Zuriatinah