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All Journal MUMTAZ : Jurnal Pendidikan Agama Islam Journal of Islamic Education Research
Gürel, Irmak Sude
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Religion Humanities Education Languange, Linguistic, Communication & Media Other

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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.
Multiculturalism and Islamic Education in Western Contexts: Navigating Identiity, Faith, and Citizenship Ubaidillah, Ubaidillah; Gürel, Irmak Sude
MUMTAZ : Jurnal Pendidikan Agama Islam Vol 5 No 2 (2025): September 2025
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i2.3249

Abstract

Islamic education in Western countries serves as a strategic space for shaping the dual identities of Muslim students as faithful individuals and as citizens in democratic and multicultural societies. This study explores how Islamic institutions and educators in the West integrate civic values, multiculturalism, and Islamic teachings into educational practices. Using a systematic literature review (SLR) method with an exploratory qualitative approach, the study analyzes 10 scholarly articles, sourced from Scopus, Sinta, and Google Scholar. The findings reveal four key themes: (1) Islamic education functions as a space for negotiating dual identities among Muslim students; (2) there is active integration of civic values such as tolerance, social responsibility, and justice into Islamic curricula; (3) Muslim educators play a strategic role as cultural mediators and transformative agents in building inclusive identities; and (4) structural challenges persist, including institutional discrimination, restrictive secular policies, and limited policy support. This study affirms that Islamic education in the West is not merely a vehicle for religious preservation, but also a strategic platform for cultivating participatory, democratic, and pluralistic citizenship.
Co-Authors Abdul Mutholib Ubaidillah Ubaidillah