@mastersthesis{digilib70426,
           month = {November},
           title = {PARADIGMA PENDIDIKAN KRITIS DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM ABAD KE-21 PRESPEKTIF MANSOUR FAKIH},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 21204012056 Muhammad Isa Anshori, S.Pd.},
            year = {2024},
            note = {Sibawaihi, S.Ag., M.Ag., Ph.D},
        keywords = {Paradigma, pendidikan Kritis, pendidikan agama Islam, pendidikan abad 21, Pembelajaran, Mansour Fakih},
             url = {https://digilib.uin-suka.ac.id/id/eprint/70426/},
        abstract = {Islamic religious education today is experiencing dehumanization, as evidenced by the erosion of human values and the students' lack of self-awareness, especially in the 21st-century technological era. A critical education paradigm is needed to guide students to become aware of their critical potential and social realities. This paradigm is taken from the perspective of Mansour Fakih, who emphasizes human rights, fights against injustice, and promotes critical thinking in education.
This research aims to identify and understand the critical education paradigm from Mansour Fakih's perspective and to analyze its implementation in 21st-century Islamic religious education learning.
This study is a qualitative research focused on exploring literature reviews. It employs descriptive research by emphasizing the analysis of existing sources and data, relying on existing theories and concepts, which are then interpreted through the relevant discussion. The study adopts a philosophical approach focusing on epistemological analysis, particularly the sources and methods used to analyze the epistemology of critical education in 21st-century Islamic religious education from the perspective of Mansour Fakih.
The findings of this research show that the critical education paradigm is understood as a form of thought or educational perspective that does not separate theory from practice. Its main goal is to empower marginalized groups by fostering awareness of action through emancipatory praxis, ultimately aimed at social transformation. The implementation of the critical education paradigm in 21st-century Islamic religious education is reflected in five key foundations of learning: learners, educators, learning materials, teaching methods, and evaluation.
It is hoped that this research will provide knowledge and be applied in developing 21st-century Islamic religious education that is more active, progressive, implementable, and critical towards the oppressive and restrictive education system.}
}