Improving Critical Thinking Skills Through Islamic Religious Education Learning: Case Study at Muhammadiyah Perumnas Elementary School

Abstract

This study aims to (1) identify the strategies used by Islamic Religious Education (IRE) teachers to enhance students’ critical thinking skills at SD Muhammadiyah Perumnas, (2) describe the level of critical thinking skills among students, and (3) examine the supporting and inhibiting factors affecting the implementation of these strategies. A qualitative research approach was employed, prioritizing data related to the IRE teacher's strategies. Data were collected through observation, interviews, and documentation. The findings show that IRE teachers apply various strategies, such as delivering religious knowledge, stimulating student thinking, and providing constructive guidance to foster positive critical thinking. Students' critical thinking abilities generally develop progressively, though unevenly. Some students display improvement through active questioning and discussion, while others remain passive due to low confidence or lack of focus. Supporting factors include the use of varied learning strategies, encouraging approaches, school support through curriculum integration, and engaging IRE instruction. Inhibiting factors involve students’ lack of seriousness, limited focus, and diverse cognitive abilities. These insights underscore the importance of strategic and adaptive teaching to promote critical thinking in religious education.