Exploring lecture's perception and approaches of critical thinking skill in Islamic higher education : a case study

Abstract

Integrating critical thinking into religious beliefs can give rise to a paradox between contexts that promote it and conventional methods that rely more heavily on doctrinal approaches. Critical thinking, being an important skill for navigating globalization, necessitates further research in Indonesian Islamic higher education. The primary emphasis of this study should be on exploring the importance of lecturers' perspectives and their approaches in aiding students' advancement of critical thinking skills, along with the challenges they come across. This research employs qualitative research methods, with a case study design. The data collection process are semi-structured interviews, classroom observations, post-observation interviews, and analysis of relevant documents, including the curriculum, lesson plans, and student assignments. Thematic analysis is then applied to the collected data. The research findings reveal that lecturers hold three distinct perceptions regarding critical thinking: (1) critical thinking as a skill; (2) critical thinking as a disposition; and (3) critical thinking as a combination of both skills and dispositions. Throughout their teachings, the lecturers consistently emphasize the integration of critical thinking with Islamic religious education, drawing from their respective specializations. This study identifies the concept of "respectful" as a disposition, which can be further categorized as intellectual humility. Consequently, the findings indicate that the lecturers perceive and recognize the significance of respect within the context of critical thinking. The infusion approach is used when integrating critical thinking. The infusion approach to critical thinking encompasses four primary themes. 1), pedagogical approaches 2), assessment methods 3), student engagement, and participation. 4). Instructional methods. This study presents a comprehensive of the challenges encountered by lecturers in teaching critical thinking skills with categorizing into three distinct categories-student-related, lecturer-related, and methodology- related this research provides a comprehensive framework for comprehending the complexities involved in this educational process. This study provides valuable insights into the perceptions and approaches of lecturers regarding critical thinking in the realm of Islamic higher education. The results contribute to the current body of knowledge about teaching methods in Islamic education, underscoring the significance of fostering critical thinking abilities to cultivate inquisitive and self-reliant individuals within the context of Islamic teachings. Subsequent investigations should center on comprehending instructors' viewpoints and methods concerning critical thinking in religious teaching. investigating how cultural and religious elements influence critical thinking within religious establishments, and evaluating the lasting consequences of incorporating critical thinking into the religious institution's curriculum on student achievements.