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PERAN GURU DALAM MENINGKATKAN KETERAMPILAN SISWA BERNALAR KRITIS MELALUI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS PROYEK DI SMP IT ALAM NURUL ISLAM YOGYAKARTA
The transformation of 21st-century education requires the development of learning methods in educational institutions, particularly through strengthening the role of teachers in shaping students’ critical reasoning skills. Adolescents tend to think linearly and have limited ability to understand complex causal relationships, makes it difficult for them to make decisions based on logical reasoning. They are also vulnerable to exposure to hoaxes, issues of intolerance, and the negative influence of juvenile delinquency. Critical reasoning skills are believed to be an essential foundation for shaping adolescents’ morals and character. Religion plays a role in controlling reasoning from ethical and moral perspectives, while science transforms and contextualizes religious values into real-life applications. This study aims to: (1) explore the role of teachers in enhancing students’ critical reasoning skills; (2) analyze the implementation of PjBL-PAI syntax; and (3) examine the implications of improving students’ critical reasoning skills on their character development. This research employed a qualitative case study approach to understand the meaning of teachers’ roles in project-based Islamic Religious Education that develops students’ reasoning skills. Data sources included PAI teachers, project-based learning assistant teachers, the school principal, guidance and counseling teachers, and students, selected using purposive sampling at SMP IT Alam Nurul Islam Yogyakarta. Data were collected through semi-structured in-depth interviews, participatory observations, and documentation studies. Data analysis followed Miles and Huberman’s interactive model through the stages of data condensation, data display, and conclusion drawing/verification. Data validity was ensured through source and method triangulation. The findings reveal that: (1) Teachers serve as instructional designers, facilitators of critical reasoning processes, and evaluators of students’ performance. Teachers position students as active constructors of knowledge through research projects aligned with their interests, integrating Islamic education values with other disciplines, and involving external experts to strengthen understanding of scientific research methodology; (2) The implementation of PjBL-PAI is carried out systematically, collaboratively, and contextually, in line with students’ cognitive, social, and spiritual development. This approach not only enhances conceptual understanding of Islamic teachings but also fosters scientific thinking skills, social responsibility, and sensitivity to Islamic values; (3 The implication of the teacher’s role in PjBL-PAI for enhancing critical reasoning skills is that teachers should design, facilitate, and evaluate learning through a systematic, collaborative, and contextual approach, in which students are trained to collaborate, develop creativity, and acquire problem-solving skills, supported by student worksheets (LKPD) and teacher observation sheets.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
PERAN GURU DALAM MENINGKATKAN KETERAMPILAN SISWA BERNALAR KRITIS MELALUI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS PROYEK DI SMP IT ALAM NURUL ISLAM YOGYAKARTA (Text)
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