Integration of Critical Reasoning in Islamic Religious Learning at State High School 1 Totikum

Abstract

Learning Islamic Religious Education (PAI) in secondary schools is required not only to be oriented towards mastering the material, but also towards developing students' critical thinking skills. However, in practice, PAI learning is still often dominated by rote learning and passive reception. This research aims to analyze the integration of critical reasoning in the planning and implementation of PAI learning at SMA Negeri 1 Totikum and identify supporting and inhibiting factors. This research uses a qualitative approach with a case study design. Data was collected through in-depth interviews with one PAI teacher and four students, as well as observing the learning process in class. Data analysis was carried out through reduction stages, data presentation, and drawing conclusions using source triangulation techniques to maintain the validity of the data. The research results show that the integration of critical reasoning has been designed through the preparation of teaching modules and the use of active learning strategies such as discussions and Problem-Based Learning. However, its implementation is not yet fully optimal because it is influenced by time constraints, heterogeneity of student abilities, and a passive learning culture. This research concludes that strengthening critical reasoning in PAI learning requires synergy between pedagogical design, school structural support, and ongoing habituation to a dialogical culture