The Effect of Hadith Tarbawi Utilization in Islamic Education on 21st-Century Learning Readiness: The Mediating Roles of Critical Thinking and Religious Commitment

The Integration of Turats and Digital Technology in Islamic Religious Education: Developing a Learning Model to Strengthen Students' Islamic Critical Reasoning

This study aims to develop and test the effectiveness of the Turats-Digital Integration Model for Strengthening Islamic Critical Reasoning (ITD-NKK), an Islamic Religious Education (PAI) learning model that combines classical turats studies with the use of digital technology to address the need for strengthening students' Islamic critical reasoning amid the rapid flow of digital religious information whose validity is not always accountable. The study employs a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate) combined with a quasi-experimental non-equivalent control group design. Trial subjects were students from two parallel classes at the secondary education level, serving as the experimental and control groups respectively. Data collection instruments included expert validation sheets, student and teacher response questionnaires, Islamic critical reasoning tests (pre-test and post-test), and learning implementation observation guidelines. Quantitative data were analyzed using an independent sample t-test and N-Gain calculation, while qualitative data were analyzed descriptively and interpretively. The findings indicate that the ITD-NKK model is valid, practical, and effective for implementation, with a significant increase in Islamic critical reasoning among experimental group students compared to the control group. The model offers a learning flow that combines turats text reading with digital verification activities, structured online forum discussions, and contextual analysis assignments supported by digital applications. The implications of this study affirm that integrating turats and digital technology can be an effective strategy to equip students with Islamic critical thinking skills grounded in authoritative sources, rather than mere passive consumption of digital religious information.

The Impact of Islamic Religious Education Learning on Students' Character Development at SMPN 8 Samarinda in 2026: A CIPP Evaluation Model

Year Five Students' Perceptions of HOTS-Based 21st Century Learning (PAK-21) in Islamic Education: Interest, Understanding, Perceived learning skills, and Active Involvement

This study examined Year Five students' acceptance of Higher Order Thinking Skills (HOTS)-based 21st Century Learning (Pembelajaran Abad Ke-21; PAK-21) in Islamic Education. Specifically, the study explored four dimensions of student acceptance: interest, understanding, Perceived learning skills, and active involvement. A quantitative cross-sectional descriptive survey design was employed. Data were collected from 102 Year Five students who had experienced HOTS-based PAK-21 learning activities in Islamic Education through purposive sampling. The instrument consisted of a five-point Likert-scale questionnaire, and the data were analysed using descriptive statistics, including mean, standard deviation, and skewness. The findings indicated that students reported high levels of acceptance across all four dimensions. The mean scores ranged from 4.34 to 4.48, with interest recording the highest mean (M = 4.48), followed by understanding (M = 4.47), Perceived learning skills (M = 4.44), and active involvement (M = 4.34). The response distributions were generally negatively skewed, indicating that most respondents selected favorable response categories. This pattern also suggests the possibility of a ceiling effect, where responses were concentrated at the upper end of the scale. Overall, the findings suggest that the participating students reported favorable perceptions of HOTS-based PAK-21 learning in Islamic Education. However, as the study relied on self-reported questionnaire data collected from a purposive sample within a single educational context, the findings should be interpreted as evidence of students' reported perceptions rather than as proof of learning effectiveness, HOTS mastery, or the effectiveness of the PAK-21 approach. Future studies are recommended to incorporate achievement measures, classroom observations, or mixed-methods designs to obtain a more comprehensive understanding of students' learning experiences.

Effectiveness of Implementing Research-Based Learning Models in Islamic Religious Education on Developing Critical Thinking and Creativity

The rapid development of information technology and digital communication in the twenty-first century requires students to possess critical thinking and creativity skills, particularly in Islamic Religious Education (PAI). This study aims to examine the effectiveness of Research-Based Learning (RBL) in fostering students’ critical thinking and creativity within PAI learning contexts. The study employed a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. Data were collected from Google Scholar through the Publish or Perish application, focusing on publications published between 2021 and 2026. Following the identification, screening, eligibility, and inclusion processes, eight relevant studies were selected for analysis. The findings indicate that RBL is effective in enhancing students’ critical thinking, creativity, analytical reasoning, problem-solving abilities, independent learning, and active participation in learning activities. The reviewed studies consistently demonstrate that RBL encourages students to formulate problems, investigate evidence, analyse information, and construct arguments related to religious and socio-religious issues. This study contributes to the growing body of literature by synthesising recent empirical evidence on the implementation of RBL in Islamic Religious Education across various educational levels. However, the review is limited to studies indexed in Google Scholar and published within the 2021–2026 period. Future studies are recommended to employ broader databases and empirical research designs to further examine the long-term impact of RBL on students’ cognitive, affective, and behavioural development in Islamic education.

Integrating Religious Moderation Values into Islamic STEM Education: Its Impact on Students' Critical Thinking Skills and Scientific Literacy

Although STEM education has been widely recognized as an effective approach for developing twenty-first-century competencies, its implementation in Islamic educational institutions has largely emphasized cognitive and technical skills while paying limited attention to the integration of religious moderation values. Likewise, studies on religious moderation have predominantly focused on Islamic Religious Education rather than being embedded within interdisciplinary science learning. This study therefore aimed to examine the effect of integrating religious moderation values into Islamic STEM Education on students' critical thinking skills and scientific literacy. A quantitative approach was employed using a Pretest–Posttest Control Group Design. The research sample consisted of 64 students who were assigned to an experimental group and a control group. The experimental group received Islamic STEM instruction integrating the values of religious moderation, whereas the control group received conventional instruction. Data were collected through critical thinking tests, scientific literacy tests, observation sheets, and documentation, and were analyzed using descriptive statistics, normality and homogeneity tests, and Multivariate Analysis of Variance (MANOVA). The findings revealed that the implementation of Islamic STEM Education integrated with religious moderation values had a statistically significant effect on students' critical thinking skills and scientific literacy simultaneously (p < 0.05). Students in the experimental group achieved substantially higher improvements in both critical thinking and scientific literacy than those in the control group. Classroom observations further indicated that embedding the principles of tolerance, balance, justice, and respect for diversity fostered an inclusive and collaborative learning environment that encouraged evidence-based reasoning and scientific inquiry. Conceptually, the findings demonstrate that integrating religious moderation values strengthens the effectiveness of STEM learning by connecting scientific reasoning with ethical, inclusive, and socially responsible perspectives. This integration contributes to a more holistic instructional model that promotes not only critical thinking and scientific literacy but also the development of twenty-first-century competencies and students' moderate religious character. Therefore, Islamic STEM Education integrated with religious moderation values offers an innovative framework for improving both the quality of science education and character education in Islamic schools.

Innovative Instruction of Islamic Religious Education Teachers in Fostering Independent Character Among Generation Z at Madrasah Aliyah Alkhairaat Pusat Palu

The background of this research is based on the important role of teachers in creating learning that focuses not only on cognitive aspects but also on the development of independent character among Generation Z students at Madrasah Aliyah Alkhairaat Pusat Palu. The research aims to determine the forms and processes of innovative learning implemented by Islamic Religious Education teachers to shaping the independent character of Generation Z. This research employed a qualitative method with a descriptive approach. Data collection techniques included interviews, observation, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion. The research findings indicate that innovative learning was implemented through various instructional methods, including Project-Based Learning (PjBL), Problem-Based Learning, group discussions, role-playing groups, students presentations, and the use of digital media. In addition, the learning process was student-centered, with the teacher acting as a facilitator. The innovative learning proved effective in shaping the independent character of Generation Z students, as demonstrated by their attitudes of responsibility, discipline, self-confidence, and the ability to manage the learning process independently. Nevertheless, the implementation still faced several technical and administrative challenges. The research concludes that innovative learning by Islamic Religious Education teachers plays a crucial role in shaping the independent character of Generation Z students through active, participatory, and student-centered learning process.