Developing Students' Critical Thinking Skills Through Problem-Based Learning in Islamic Education Based on the Facione Framework

Abstract

This study aims to analyze the construction of students' critical thinking skills through the application of Problem-Based Learning (PBL) in Islamic Religious Education (PAI) learning by referring to Peter A. Facione's critical thinking framework. The study used a qualitative approach with a case study design at SMK Muhammadiyah 1 Kepanjen involving one PAI teacher and 22 students. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The results showed that each stage of PBL contributed to the development of critical thinking dimensions, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. Students were not only able to understand and analyze contextual problems, but also to construct arguments, draw conclusions, and reflect on values in decision-making. PBL also encouraged active involvement through collaborative discussions, although there were still obstacles such as time constraints and variations in student readiness. These findings confirm that critical thinking is constructed gradually through structured learning experiences. This study contributes by positioning PBL as a pedagogical framework that facilitates the construction of critical thinking through the integration of cognitive processes and social interactions in PAI learning.