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All Journal Journal of Islamic Education Research MUMTAZ: Jurnal Pendidikan Agama Islam An-Nisa’ Journal of Gender Studies
Gürel, Irmak Sude
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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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.
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.
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.
Nyai leadership: The role of women in maintaining the tradition of santri literacy in islamic boarding schools Herlina, Herlina; Munawara, Munawara; Gurel, Irmak Sude
An-Nisa' Journal of Gender Studies  Vol. 18 No. 1 (2025): An-Nisa' Journal of Gender Studies
Publisher : Institute for Research and Community Service, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/annisa.v18i1.319

Abstract

Islamic boarding schools (pesantren) have a strong literacy tradition, yet female leaders’ roles in sustaining it are often overlooked. Recognizing their visionary, participatory leadership is essential to understanding how they foster student motivation, literacy practices, and integration of cultural, institutional, and pedagogical dimensions. This study aims to analyze the leadership role of Nyai (wife of the Kiai) in sustaining and developing the literacy culture of santri in pesantren through leadership transformation, the strengthening of literacy institutions, and the establishment of a santri literacy ecosystem. A qualitative phenomenological approach was employed, with data collected through in-depth interviews, participant observation, and document analysis. The data were analyzed thematically using triangulation of sources, methods, and time to ensure credibility, capture participants’ subjective experiences, and connect the findings with theories of women’s leadership. The study finds three key points. First, the Nyai's leadership transformed into competence-based institutional authority via mandatory reading programs and restructuring. Second, literacy reinforcement combined regulations with non-formal policies, expanding academic spaces and santri participation. Third, literacy success relied on synergy among visionary leadership, santri motivation, spiritual climate, institutional support, and trust in santri to manage literacy. The study concludes that Nyai's leadership transforms from domestic companion to competence-based institutional authority, synergizing visionary leadership, student motivation, and trust to make literacy an institutionalized and regenerated intellectual heritage. This study contributes to enriching transformational leadership and institutional work models, offering a practical literacy empowerment model for Islamic schools.
Co-Authors Abdul Mutholib Herlina Herlina Munawara, Munawara Ubaidillah Ubaidillah