EFFORTS OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN IMPROVING THE CRITICAL THINKING SKILLS OF LEARNERS AT MTS BABUL ULUM PAJAK RAMBE MEDAN LABUHAN (original) (raw)

The Implementation Of Critical Thinking In 21ST Century Learning For Islamic Education

FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman

The purpose of this study is to find out how to apply critical thinking in 21st century learning in Islamic Education at SMPN 5 Gunung Talang, Solok. This research is a field research with qualitative descriptive methods. Based on research on the application of critical thinking in 21st Century learning in Islamic Education. The application of critical thinking is seen from the ability of students when thinking critically, students are more active and eager to ask questions, discuss in solving a problem or finding solutions to those problems

ANALYSIS OF THE PROBLEMS OF ISLAMIC EDUCATION TEACHERS IN THE ASSESSMENT OF STUDENT'S CRITICAL THINKING ABILITY

UNNES-TEFLIN National Seminar, 2021

The purpose of this study was to find the problems that teachers often experience in assessing students' critical thinking skills in Islamic religious education learning and in the end a teacher manual is compiled. The mix methods method is more precise Sequential Exploratory Design. The sample was taken by using purposive sampling technique. Capturing problem analysis data was carried out by teachers through the Online Discussion Forum (ODF) assisted by the WhatsApp application, as well as 20 items on Islamic religious education owned by the teacher. The results of the study found that 5 teachers stated that the problems experienced were related to invalid and reliable instruments, as evidenced by the analysis of the quality of the questions using Iteman 3.00, that 16 out of 20 instruments had a difference of D< 0.3, meaning that 80% of the items belonged to the teacher. Not suitable for use, and the value of alpha (a) = 0.080< 0.5, indicating that the questions the teacher has are not reliable. In conclusion, the teacher does not have good instruments, which means they are valid and reliable.

DEVELOPMENT OF STUDENTS' CRITICAL THINKING SKILLS AT PUBLIC SECONDARY SCHOOLS, DINALUPIHAN DISTRICT: AN ASSESSMENT

The study aimed to assess the development of students' critical thinking skills by Araling Panlipunan (Social Studies) teachers at public secondary schools of Dinalupihan District, Division of Bataan during the School Year 2015-2016. Included in the study are the profiles of the respondents in terms of age, sex, highest educational attainment, length of service, and relevant seminars and trainings attended; the methods utilized in developing critical thinking skills such as asking questions, analyzing situations, interpretation of data, and panel discussion; the difficulties encountered in developing the critical thinking skills of the students; and the measures to develop the students' critical thinking skills. The study used the descriptive method of research with the utilization of survey questionnaire and unstructured interview as the main data gathering instruments. The data gathered were organized, tallied, tabulated and subjected to statistical tools such as frequency counts, percentage, ranking, and mean. From the gathered data, the following conclusions were withdrawn: majority of teacher-respondents were within the 45 to 47 years age bracket and with a mean age of 37.25 years old, females, graduates of Baccalaureate Degree with Master's Degree units, have rendered service from 1 to 9 years, and have attended 1-3 seminars and training relative to critical thinking; teachers always developed the critical thinking skills of the students in terms of asking questions, analyzing situations, interpretation of data, and panel discussion, especially the analysis of data; sometimes encountered difficulties in developing students' critical thinking skills; and always chose their best options and took necessary measures in developing students' critical thinking skills.

Implementation of Problem Solving Method To Improve Student's Critical Thinking In Islamic Religious Education Learning

Edumaspul, 2023

Dalam proses pembelajaran siswa sering bertanya tentang cara kerja sesuatu atau mengapahal-hal tertentu terjadi sebagaimana adanya atau bahkan cenderung memiliki keterampilan menyelesaikan masalah dengan baik mereka adalah orang-orang yang cermat menganalisis masalah perseorangan atau kelompok. Kemampuan anak dalam memecahkan masalah (Problem Solving) dapat meningkatkan kognitif baik dalam kemampuan berfikir maupun kreativitasnya. problem solving untuk dapat meningkatkan kemampuan kognitif siswa atau critical thinking skill siswa di SMP Surya Kencana Bhakti penelitian ini bertujuan untuk mengetahui bagaimana metode problem solving bagaimana, bagaimana critical thinking, bagaimana metode problem solving untuk meningkatkan critical thinking siswa. Penelitian ini menggunakan jenis penelitian kualitatif. Penelitian kualitatif adalah jenis penelitian yang menghasilkan penemuan-penemuan yang tidak dapat dicapai dengan menggunakan prosedurprosedur statistik atau dengan cara kuantifikasi lainnya. Pentingnya critical thinking dan Problem Solving dalam pembelajaran PAI adalah agar peserta didik dapat merangsang, menganalisis, dan melakukan sintesis tepat dimana masalah itu berada, atas inisiatif sendiri. Dalam PAI peserta didik dituntut memiliki kemampuan melihat sebab akibat atau relasi dari berbagai informasi yang didapat sehingga dapat menemukan kunci pemecahan masalah.

Barriers in Teaching Critical Thinking in Islamic Education

Creative Education, 2018

Critical thinking helps the discovery of the meaning of a concept about something that being learnt. Accordantly, critical thinking should be infused in teaching Islamic education (IE) for the potential to an effective teaching. Yet, there are some flaws in the teaching of critical thinking in IE among the secondary schools in Malaysia. Therefore, this qualitative study purposely, designed to discover the barriers that being encountered by the Islamic education teachers (IET) in conducting lessons with critical thinking in IE. Data were collected through interviews, lesson observations, and document analysis on six IETs. The finding shows that there are five main themes of barriers that have been faced by the IETs which are: time constraint, limited of teachers' knowledge and skills, students related problems, limited facilities and physical surrounding of the classroom which less supporting the thinking activities.

Implementation of The Critical Thinking Skills in Arabic Language Teaching and Learning: A Preliminary Study

International Journal of Academic Research in Business and Social Sciences, 2021

Nowadays implementation of critical thinking skills in teaching and learning is considered one of the Arabic language teachers' tasks due to its high position in foreign language classrooms. In the context of Arabic teachers, the most important competence is the mastery of critical thinking skills in teaching and learning activities. Therefore, the aims of this study are to identify the level of competence of Arabic teachers in implementing the critical thinking skills in their teaching. A total of 30 Arabic teachers from secondary schools in Malaysia had answered survey comprising of 12 items from the sub-constructs of critical thinking skills. The quantitative data of the survey were analysed descriptively using the Statistical Package for Social Sciences (SPSS) Version 22.0 to present the frequency, percentage, mean and standard deviation. The findings revealed that Arabic language teachers have a moderately low level of critical thinking skills (Mean = 3.96; SD = 0.462). The data also highlighted that these Arabic teachers have not yet mastered the ability to make inferences, as evidenced by the skill's low mean score. It can be concluded form the study that teachers who come from various backgrounds and various educational levels showed the ability to think critically. This is due to their prior exposure to critical thinking skills in the classroom. The findings of this study indicate that Arabic teachers should develop critical thinking skills in order to be able to apply and develop this skill in their teaching activities. Furthermore, it offers a number of initiatives to improve teachers' knowledge and skills in infusing critical thinking in Arabic teaching as a

Critical Thinking among Al-Balqa Applied University Students

Universal Journal of Educational Research, 2020

Critical thinking is a central part of our daily life. It has great importance in immunizing the individual against the vast amount of information, events, and situations that the individual deals with and faces. This study aimed at identifying differences in critical thinking according to different variables. The variables were specializations (scientific, literary), gender (male, female), the Grade Point Average (GPA) and the scores of Jordanian high school national exam (Tawjiji) to predict critical thinking skills. This quantitative study used the descriptive approach by applying Watson's and Glasser's [16] critical thinking appraisal short form transferred to Arabic by Alotaibi [7]. This study was applied to a sample comprising (216) students from Ajloun University College, affiliated with Al-Balqa Applied University, students in Jordan. The results indicated that the study sample had high levels of critical thinking of sub-skills and a high level in critical thinking as for the total scores. There were statistically significant differences in all critical thinking of sub-skills according to specializations in favour of the scientific stream. Besides, there were statistically significant differences in all critical thinking skills according to gender in favour of males. Also, critical thinking could be predicted by the degree of the national examination for high school in Jordan (Tawjiji) but not by Grade Point Average (GPA). The differences in critical thinking between students of scientific streams and literary ones may refer to the difference in school curricula. The scientific courses focus on critical thinking skills more than literary ones. Therefore, it was important to include critical thinking skills in school curricula since critical thinking skills are very important in an individual's success both in study and life.

The Impact of Critical Thinking in Improving Students’ Learning: A case study of students in the English Department, College of Science and Arts, Tanumah, King Khalid University

European journal of English language and literature studies, 2023

This study investigates the impact of critical thinking in improving students' learning and how it is important to think critically in the learning process. Improving the ability to think critically is an important element for modern education approaches and models. This study aims to provide a framework on the concept of thinking critically while teaching or learning. The world is getting both more technical and more complex day by day life environment, that's why the necessity for education increases for each growing generation. The skill of thinking critically is generally accepted as a very vital stage in every field of learning, particularly in the last decades. As a study draws a general suggestion on the importance of critical thinking skills. The study found out that: first, Students' performance was different in the post-test (after experiment) when it is compared with students' performance in the pre-test (before experiment). Second, the learning motivation of the experimental group and the control group was also different. Third, there was no difference in Critical thinking skills influenced by the interaction of learning models. Forth, Students have developed better critical thinking skills due to their abilities to negotiate and analyze critically. A well, the study recommended that: 1) critical thinking should be given and taught as a main daily activity within learning process. 2) earners should be exposed to intensive tasks that motivate and enhance critical thinking skills.

Critical Thinking in a Jawi Text: An Analysis ofthe Methodology used to Teach Masail al Muhtadi li Ikhwanil Mubtadi

Education as a phenomenon is closely related to Islam and has a direct impact on the development of traditional religious education in the Muslim world. Acquiring and transferring knowledge in education cannot be separated from this determinative point of view. Thisideal educational situation is important in Islamic history and needs to be scrutinized further according to levels and types of critical thinking found in this education system. This paper presents a research that focuses on a method applied in the teaching of Risalah Masail al Muhtadi li Ikhwanil Mubtadi, a text written by Shaikh Daud bin Ismail bin Mustafa Rumî and its relation with the development of critical thinking. This manuscript has been taught as the standard text and has been in existence for the last 250 years. It is widely used in pesantren, the traditional religious education centers in the Malay world. There is a unique relationship between this classical book and the concept of critical thinking in the teaching-learning method which appears to be anachronic. In spite of its importance in the Islamic education, there should be considerations with regards to the extent of how this classical course material is salient and vital for critical thinking, and due to this reason, the research focussed on the method used for teaching the abovementioned text. The argument is that, in the pesantren, this risalah or text does stimulate the mind through the use of critical thinking to achieve a higher level of understanding as part of the education system. This study is an attempt to discover : (1) whether pesantren education is really and simply based on the indoctrination of reliance on students’ memorization skills or these are the steps in a bottom up education process that encompasses critical thinking and problem solving, and (2) whether pesantren education provides some form of a methodological approach in relation to knowledge acquisition at varying levels and if it is specifically tailored for students from different age groups. Key Words: Malay education, critical thinking, Baba Daud.