@phdthesis{digilib69184,
           month = {December},
           title = {PENGARUH PELAKSANAAN PROGRAM KEAGAMAAN TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA KELAS XII MAPK MAN 1 SURAKARTA TAHUN PELAJARAN 2024/2025},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 20104090040 Zahro Ulfaturrohmatiririn},
            year = {2024},
            note = {Pembimbing: Nora Saiva Jannana, M.Pd},
        keywords = {Program Keagamaan, Keterampilan Berpikir Kritis, Pendidikan Berbasis Agama, MAPK},
             url = {https://digilib.uin-suka.ac.id/id/eprint/69184/},
        abstract = {Critical thinking skills are essential competencies in 21st-century education, particularly in addressing the challenges of globalization and the Fourth Industrial Revolution. However, reports from the Programme for International Student Assessment (PISA) highlight the low critical thinking skills of Indonesian students compared to their international peers. The Religious Program of Madrasah Aliyah (MAPK) at MAN 1 Surakarta was designed to integrate religious values with general education to enhance students' critical thinking abilities. This study aims to analyze the influence of religious program implementation on students' critical thinking skills while providing theoretical and practical contributions to the development of religious education curricula.
This research employed a quantitative method using regression analysis to measure the impact of religious program implementation on students' critical thinking skills. Data were collected through a validated and reliable questionnaire distributed to Class XII students enrolled in the program. The findings reveal that the implementation of the religious program significantly contributes 9.4\% to students' critical thinking skills, with an Asymp. Sig. (2-tailed) value of 0.200, indicating a normal distribution. The average critical thinking skill score was 41.230, and a value of 0.164 indicates an improvement in critical thinking skills by 0.164 points per unit increase in the variable so the regression equation can be written Y= a+bx (Y= 41.230+0.164x). The average respondent scores categorized as good to excellent across four key indicators: analysis, evaluation, interpretation, and problem-solving. These results affirm the importance of integrating religious and general education to foster students' critical thinking abilities.
The study suggests incorporating more active and participatory learning approaches into the implementation of the MAPK program to maximize the development of critical thinking skills. The implications of this research are expected to provide a foundation for more effective and relevant curriculum development in religious education settings.}
}