Strategi Guru PAI Meningkatkan Kemampuan Berpikir Kritis Peserta Didik MA Affandiyyah
Keywords:
Strategi Guru PAI, Kemampuan Berpikir Kritis, Pembelajaran PAI, MA AffandiyyahAbstract
Kemampuan berpikir kritis peserta didik merupakan salah satu kompetensi penting abad ke-21 yang masih menghadapi berbagai tantangan dalam proses pembelajaran, termasuk pada mata pelajaran Pendidikan Agama Islam (PAI). Dalam konteks tersebut, guru PAI memiliki peran strategis dalam merancang dan menerapkan berbagai pendekatan pembelajaran yang mampu mendorong peserta didik untuk berpikir secara analitis, reflektif, dan argumentatif. Penelitian ini bertujuan untuk mengidentifikasi, menganalisis, dan mensintesis berbagai strategi guru PAI dalam meningkatkan kemampuan berpikir kritis peserta didik berdasarkan hasil penelitian yang telah dipublikasikan. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan menelaah artikel-artikel ilmiah yang relevan dari berbagai basis data akademik melalui tahapan identifikasi, seleksi, evaluasi, dan sintesis data. Hasil penelitian menunjukkan bahwa strategi pembelajaran aktif seperti problem based learning, inquiry learning, diskusi kelompok, pembelajaran reflektif, dan pembelajaran berbasis proyek merupakan strategi yang paling efektif dalam mengembangkan kemampuan berpikir kritis peserta didik. Dengan demikian, penerapan strategi pembelajaran yang berpusat pada peserta didik menjadi faktor penting dalam meningkatkan kemampuan berpikir kritis pada pembelajaran PAI secara berkelanjutan.
Downloads
References
Abdullah, M. A. (2021). Islamic studies in higher education in Indonesia: Challenges, impact and prospects. Yogyakarta: UIN Sunan Kalijaga Press.
Ananiadou, K., & Claro, M. (2020). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, 41(1), 1–33.
Arifin, Z., Suyadi, & Rahman, A. (2022). Active learning strategies in Islamic education classrooms. Jurnal Pendidikan Islam, 11(2), 145–160.
Azra, A. (2022). Pendidikan Islam: Tradisi dan modernisasi di tengah tantangan milenium III. Jakarta: Kencana.
Bengtsson, M. (2021). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2(1), 8–14.
Booth, A., Sutton, A., & Papaioannou, D. (2021). Systematic approaches to a successful literature review (3rd ed.). London: Sage.
Bonwell, C. C., & Eison, J. A. (2020). Active learning: Creating excitement in the classroom. Washington, DC: George Washington University.
Care, E., Kim, H., Vista, A., & Anderson, K. (2022). Education system reform and twenty-first century skills. Brookings Institution Report, 1–45.
Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2020). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 10(4), 1–10.
Facione, P. A. (2020). Critical thinking: What it is and why it counts (8th ed.). Insight Assessment.
Fitriani, N., Mulyana, D., & Hasanah, U. (2022). Teacher facilitation and student engagement in Islamic education. Tadris: Jurnal Pendidikan Islam, 17(1), 55–72.
Fosnot, C. T. (2020). Constructivism: Theory, perspectives, and practice (3rd ed.). New York: Teachers College Press.
Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews? Research Synthesis Methods, 11(2), 181–217.
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA and evidence synthesis methodology. Environmental Evidence, 11(1), 1–15.
Hasanah, U., Fauzi, M., & Wibowo, A. (2024). Active learning implementation in Islamic education. Jurnal Pendidikan Agama Islam, 21(1), 33–49.
Hidayat, T., & Nurhayati, S. (2023). Critical thinking in Islamic Religious Education learning. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 14(2), 185–202.
Kurniawan, R., & Putri, D. (2023). Project-based learning and critical thinking skills among Islamic school students. Jurnal Pendidikan Indonesia, 12(3), 401–415.
Liberati, A., Altman, D. G., Tetzlaff, J., & Mulrow, C. (2021). PRISMA statement for reporting systematic reviews. BMJ, 372, 1–10.
Martín-Martín, A., Orduna-Malea, E., Thelwall, M., & Delgado López-Cózar, E. (2021). Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenAlex. El Profesional de la Información, 30(4), 1–20.
Maulana, A., Rahim, M., & Yusuf, M. (2023). Learning innovation in Islamic education. Jurnal Pendidikan Islam, 9(2), 201–217.
Mulyadi, H., & Fauzi, A. (2023). Constructivist learning approaches in Islamic education. Tarbawi: Jurnal Pendidikan Islam, 20(1), 91–107.
Nurhidayah, S., Rahman, F., & Sari, N. (2023). Project-based learning and higher-order thinking skills. Jurnal Pendidikan dan Pembelajaran, 30(2), 120–136.
OECD. (2023). PISA 2022 results: Learning outcomes and educational performance. Paris: OECD Publishing.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71.
Paul, J., & Criado, A. R. (2020). The art of writing literature review. International Business Review, 29(4), 101717.
Pratiwi, D., Wulandari, N., & Kurniawan, E. (2024). Problem-based learning and critical thinking in secondary education. Jurnal Pendidikan Humaniora, 12(1), 88–101.
Prince, M. (2021). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
Rahman, F. (2021). Islamic education and critical reasoning in contemporary society. Journal of Islamic Education Studies, 9(1), 15–29.
Rahmawati, E., Suryani, T., & Hakim, L. (2022). Student-centered learning in Islamic education. Jurnal Pendidikan Islam Indonesia, 7(1), 34–48.
Ramadhan, A., Fauzi, M., & Nuraini, R. (2025). Active learning strategies and critical thinking development. Journal of Educational Research and Practice, 15(1), 44–60.
Sari, D., & Wibowo, H. (2022). Inquiry learning and students’ critical thinking skills. Jurnal Pendidikan dan Kebudayaan, 27(2), 113–126.
Schunk, D. H. (2021). Learning theories: An educational perspective (8th ed.). Boston: Pearson.
Snyder, H. (2020). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339.
Suryana, Y., Hasan, M., & Ridwan, A. (2024). Teacher competence and critical thinking-oriented learning. Jurnal Pendidikan Islam, 13(1), 67–82.
Tiruneh, D. T., Verburgh, A., & Elen, J. (2021). Effectiveness of critical thinking instruction in higher education. Educational Research Review, 32, 100364.
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2021). Challenges to learning and schooling in the digital networked world. Journal of Computer Assisted Learning, 37(1), 5–18.
Wahyuni, S., Hidayat, M., & Nuraini, D. (2021). Problem-based learning in Islamic Religious Education. Jurnal Pendidikan Agama Islam, 18(2), 145–159.
Xiao, Y., & Watson, M. (2021). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 41(1), 93–112.
Yusuf, M., Rahman, A., & Putra, H. (2024). Active learning and higher-order thinking skills in Islamic education. Journal of Islamic Educational Research, 14(2), 99–118).
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Dera Nugraha, Alfa Rohmatin, Muhamad Nasrul Haq (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
