IMPROVING CRITICAL THINKING THROUGH ANALYSIS OF SOCIAL CONTROVERSIES IN ISLAMIC RELIGIOUS EDUCATION AT NURURRODHIYAH ISLAMIC JUNIOR HIGH SCHOOL

Abstract

This study was motivated by the low level of students’ critical thinking skills at MTs Nururrodhiyah Kota Jambi. This condition is reflected in students’ limited ability to analyze problems, difficulty in making decisions, susceptibility to being influenced by information, lack of confidence in expressing opinions, underdeveloped creativity, and superficial understanding of learning materials. This study aims to improve students’ critical thinking skills through social controversy analysis. The research method employed was Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, action implementation, observation, and reflection stages. The research subjects were 30 students of class VIII A at MTs Nururrodhiyah Kota Jambi. Data collection techniques included observation, interviews, questionnaires, and documentation. Data analysis was carried out through data reduction, data display, and conclusion drawing. The results of the study indicate that the implementation of social controversy analysis gradually improved students’ critical thinking skills. The improvement was reflected in the increased active participation of students in discussions, their ability to present logical arguments supported by Islamic evidence (dalil), their openness to differing opinions, and their ability to relate Islamic teachings to current social issues. Therefore, the social controversy analysis method is effective as a learning strategy to enhance critical thinking skills in Islamic Religious Education.