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All Journal Bustanul Ulum Journal of Islamic Education
Khoirul Umam Addzaky
Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Religion Education

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Enhancing Critical Thinking Skills through Islamic History Learning: Study at UIN Raden Intan Lampung Uswatun Hasanah; Khoirul Umam Addzaky
Bustanul Ulum Journal of Islamic Education Vol. 3 No. 2 (2025): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v3i2.368

Abstract

Learning Islamic History in Islamic Higher Education poses a challenge in developing students' critical thinking skills. This is essential for a deeper understanding of Islamic values and the significance of history in Islamic History. While numerous studies have been conducted on the subject, there is no comprehensive study that examines the design and enhancement of students' critical thinking skills in learning Islamic History, specifically in Islamic higher education institutions in Lampung province. This study aims to investigate the challenges faced and find successful strategies to promote critical thinking based on empirical data from UIN Raden Intan Lampung. Using a qualitative approach with field research, this study involved 4 Islamic History lecturers and 12 students from the Islamic Religious Education Study Program, class of 2022. Data was collected through interviews, observation, and documentation, and then validated through triangulation. The results revealed key challenges include the dominance of cognitive-centered instruction with limited attention to affective and psychomotor development, limited time, low student interest, and monotonous methods. Successful strategies identified included the use of student-centered learning approaches with focus group discussions, contextual teaching and learning, problem-based learning, and appropriate utilization of technology. The implications of this study provide valuable guidance for educators and researchers to enhance Islamic history learning by strengthening critical thinking elements. This will ultimately improve the quality of Islamic history education at UIN Raden Intan Lampung, as well as other Islamic Higher Education institutions
Pengembangan Karakter Holistik Peserta Didik Melalui Integrasi Social-Emotional Learning dalam Pendidikan Islam Khoirul Umam Addzaky; Yazid Imam Bustomi; Muhammad Hafidz Khusnadin; Ilzam Hubby Dzikrillah Alfani
Bustanul Ulum Journal of Islamic Education Vol. 3 No. 1 (2025): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v3i1.160

Abstract

The digital era has brought significant changes in the behavior patterns and character of the younger generation, marked by increasing cases of character degradation such as cyberbullying and decreasing empathy. This phenomenon demands a comprehensive approach in character development that is able to integrate cognitive, emotional, social, and spiritual aspects holistically. This research aims to develop a framework for the integration of Social-Emotional Learning (SEL) in Islamic education that can be implemented to shape the holistic character of students in the digital era. Using literature study method with content analysis technique, this research analyzes various literatures related to SEL and Islamic character education within the last 10 years. The results show the alignment between the core components of SEL and the fundamental values of Islamic education, where self-awareness correlates with the concept of muhasabah, self-management is in line with mujahadah an-nafs, social awareness and relationship skills reflect the value of ukhuwah and husn al-mu'asyarah, and responsible decision making is in line with the concept of maslahah. The developed integration framework has shown positive results in the transformation of learners' character, which is reflected in increased spiritual awareness, emotional maturity, social skills, and self-development. Implementation data showed an average 18% increase in learning achievement and a significant decrease in behavioral problems compared to the control group, indicating the effectiveness of this integrated approach in developing learners' holistic character
Enhancing Critical Thinking Skills through Islamic History Learning: Study at UIN Raden Intan Lampung Uswatun Hasanah; Khoirul Umam Addzaky
Bustanul Ulum Journal of Islamic Education Vol. 3 No. 2 (2025): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v3i2.368

Abstract

Learning Islamic History in Islamic Higher Education poses a challenge in developing students' critical thinking skills. This is essential for a deeper understanding of Islamic values and the significance of history in Islamic History. While numerous studies have been conducted on the subject, there is no comprehensive study that examines the design and enhancement of students' critical thinking skills in learning Islamic History, specifically in Islamic higher education institutions in Lampung province. This study aims to investigate the challenges faced and find successful strategies to promote critical thinking based on empirical data from UIN Raden Intan Lampung. Using a qualitative approach with field research, this study involved 4 Islamic History lecturers and 12 students from the Islamic Religious Education Study Program, class of 2022. Data was collected through interviews, observation, and documentation, and then validated through triangulation. The results revealed key challenges include the dominance of cognitive-centered instruction with limited attention to affective and psychomotor development, limited time, low student interest, and monotonous methods. Successful strategies identified included the use of student-centered learning approaches with focus group discussions, contextual teaching and learning, problem-based learning, and appropriate utilization of technology. The implications of this study provide valuable guidance for educators and researchers to enhance Islamic history learning by strengthening critical thinking elements. This will ultimately improve the quality of Islamic history education at UIN Raden Intan Lampung, as well as other Islamic Higher Education institutions
Co-Authors Ilzam Hubby Dzikrillah Alfani Muhammad Hafidz Khusnadin Uswatun Hasanah Yazid Imam Bustomi