STUDENTS’ CRITICAL THINKING SKILLS IN THE REFLECTIVE CLASS OF ISLAMIC CULTURAL HISTORY

Abstract

This study investigates students’ critical thinking skills in the subject of Islamic cultural history, built within reflective teaching. It applied a qualitative method using descriptive analytic. The study involved students from Year 11 aged 16-17 years old in MAN 1 and MAN 2 in Bandung, West Java, Indonesia. The data were collected using observation and documentation for the contemplative teaching and learning process. The data then were analyzed using Miles and Hubermen’s method covering data reduction, presentation and conclusion. The results show the reflective class supported the students’ learning development and critical thinking. The students prepared well for learning, engaged in the learning activities, contributed to the discussion and enthusiastically compiled personal journals. When it comes to their critical thinking development, the students showed progressive capacities in building their ideas, evaluating theirs and others’ arguments, and working together to solve problems.