Controversial Issues in Contemporary Fiqh Education: Developing Students' Critical Thinking in Madrasah Tsanawiyah
Implementasi pedagogi isu kontroversial untuk mengembangkan berpikir kritis siswa
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.521Keywords:
controversial issues, critical thinking, contemporary fiqh, madrasah tsanawiyah, islamic educationAbstract
Contemporary fiqh learning requires pedagogical approaches that enable students to engage with complex issues, consider diverse perspectives, and develop reasoned judgments. This study aims to examine how controversial issues pedagogy is implemented in contemporary fiqh learning at Madrasah Tsanawiyah, how students develop critical thinking through the discussion of contemporary fiqh issues, and what factors support or constrain this process. The study employed a qualitative case study design. Data were collected through participatory observation, in-depth interviews with fiqh teachers, the madrasah principal, and students, as well as documentation. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. Data credibility was established through source and technique triangulation and member checking. This study is expected to provide a contextual understanding of how controversial fiqh issues create pedagogical space for students to examine different perspectives, evaluate reasons and arguments, and formulate reasoned conclusions. It also highlights the pedagogical conditions that shape the development of critical thinking in contemporary fiqh learning.Downloads
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