Developing Critical Thinking Ability in Islamic Education: A Qualitative Systematic Literature Review of Contemporary Studies
DOI:
https://doi.org/10.32506/jois.v6i1.939Keywords:
critical thinking, Islamic education, systematic literature review, pedagogical strategies, ijtihad, curriculum development, religious literacyAbstract
The development of critical thinking ability is increasingly recognized as essential in Islamic education, yet its integration remains inconsistent due to pedagogical, epistemological, and socio-cultural challenges. This study conducts a qualitative systematic literature review to synthesize contemporary research on fostering critical thinking within Islamic educational settings. Following PRISMA guidelines, the review screened peer-reviewed articles published between 2015 and 2025 from major databases, resulting in 48 included studies for thematic analysis. The synthesis identifies five key themes: (1) the epistemological grounding of critical reasoning in Islamic traditions such as ijtihad and naqd; (2) effective pedagogical approaches including problem-based learning and dialogic inquiry; (3) teachers' dual roles as facilitators versus authority figures; (4) institutional and cultural barriers, including resistance to questioning religious texts; and (5) emerging opportunities through digital and AI-based tools. Findings reveal that while Islamic intellectual heritage offers rich resources for critical thinking, actual classroom practices remain predominantly teacher-centered and memorization-oriented. The study concludes that meaningful development of critical thinking requires systemic curriculum reform, targeted teacher professional development, and culturally responsive strategies that harmonize faith commitment with rational inquiry. This review provides a comprehensive framework for educators and policymakers to design interventions that cultivate critically reflective, ethically grounded Muslim learners.
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