Islamic Religious
Education (PAI) at State Senior High School 1 Totikum has begun integrating
critical thinking skills into classroom learning. This finding comes from a
2026 study conducted by Jumahir, Laode Fazril Tuha Liasi, Wahdayni Ishak, Vivin
Angriani Sadalia, and Rosmita Hapsun from Universitas Muhammadiyah Luwuk.
Published in the International Journal of Advanced Technology and Social
Sciences (IJATSS), the study highlights the urgent need to transform religious
education methods to better align with modern societal challenges.The research is
particularly relevant as PAI learning has traditionally relied heavily on
memorization and one-way instruction. In today’s complex social environment and
fast-paced information era, students are expected not only to understand
religious teachings textually but also to analyze, evaluate, and relate them to
real-life situations.
Background:
From Memorization to Critical Understanding
A shift in
educational approach is increasingly necessary. Students must move beyond
simply knowing “what” religious teachings are, to understanding “why” they
exist and “how” they can be applied in contemporary life. However, classroom
realities show that opportunities for discussion and reflection in PAI learning
remain limited. Many students still receive information passively, with little
encouragement to ask questions or think critically. This condition risks hindering
the development of critical thinking skills, which are essential competencies
in the 21st century.
Methodology:
Observing Real Classroom Dynamics
The study uses a
qualitative case study approach. Data were collected through in-depth
interviews with one PAI teacher and four students, along with direct classroom
observations. This approach
allows researchers to closely examine real classroom interactions, including
how teachers pose questions, how discussions unfold, and the extent of student
participation during lessons.
Key
Findings: Well-Designed, Not Fully Optimized
The study finds
that critical thinking integration has been carefully planned within PAI
learning. Teachers have developed teaching modules that go beyond content
mastery and aim to encourage analysis and reflection.
Several strategies
are applied in the classroom:
· Group discussions to stimulate idea exchange
· Group discussions to stimulate idea exchange
Students are
encouraged to compare scholars’ opinions, understand the historical context of
Qur’anic verses, and connect religious teachings with social realities.However,
implementation remains less than optimal. The study identifies several key challenges:
· Limited instructional time
· Limited instructional time
As a result, not
all students actively participate. Some still rely heavily on teacher direction
and lack confidence in expressing their ideas.
Impact:
Moving Toward Dialogic Learning
Despite these
challenges, the integration of critical thinking has begun to show positive
outcomes. Students who actively engage in discussions report a better
understanding of the material and feel more challenged intellectually. According to
Jumahir from Universitas Muhammadiyah Luwuk, this approach helps students
understand Islamic teachings not only textually but also contextually and
practically. He emphasizes that PAI learning should function as a space for
dialogue, not merely as a channel for information transfer. Teachers also play
a key role in creating a psychologically safe classroom environment where
students feel comfortable expressing opinions without fear of making mistakes.
This supportive atmosphere is essential for building confidence and encouraging
critical engagement.
Implications
for Education
The findings offer
important insights for the future of education, particularly in Indonesia:
1. Religious education must evolve from memorization-based methods to analytical and reflective approaches.
2. Teachers play a central role as facilitators of discussion and critical thinking.
3. School policies must provide support, including flexible time allocation and manageable curriculum loads.
4. A dialogic learning culture must be developed gradually through consistent practice and supportive environments.
1. Religious education must evolve from memorization-based methods to analytical and reflective approaches.
2. Teachers play a central role as facilitators of discussion and critical thinking.
3. School policies must provide support, including flexible time allocation and manageable curriculum loads.
4. A dialogic learning culture must be developed gradually through consistent practice and supportive environments.
Importantly,
integrating critical thinking into Islamic education does not contradict
religious values. Instead, it deepens students’ understanding of Islamic
teachings in a rational and contextual manner.
Author
Profile
Jumahir is an
academic at Universitas Muhammadiyah Luwuk specializing in Islamic education
and instructional methods. He collaborated with Laode Fazril Tuha Liasi,
Wahdayni Ishak, Vivin Angriani Sadalia, and Rosmita Hapsun, who have expertise
in education, pedagogy, and curriculum development.
Research
Source
This article is
based on the study titled “Integration of Critical Reasoning in Islamic
Religious Learning at State High School 1 Totikum”, published in the
International Journal of Advanced Technology and Social Sciences (IJATSS), Vol.
4 No. 3, 2026.
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