Reconstructing Integrative Islamic Education to Strengthen Critical Thinking in Pesantren

Hajar Ismail; Munir Yusuf; Bustanul Iman RN

doi:10.58230/socratika.v3i3.795

Authors

Hajar Ismail Universitas Islam Negeri Palopo
Munir Yusuf Universitas Islam Negeri Palopo
Bustanul Iman RN Universitas Islam Negeri Palopo

DOI:

https://doi.org/10.58230/socratika.v3i3.795

Keywords:

Integrative Islamic Education, Critical Thinking, Educational Reconstruction, Fazlur Rahman, Pesantren Education

Abstract

This study investigates the reconstruction of integrative Islamic education and its implications for strengthening critical thinking among students in an Indonesian pesantren. It addresses how integrative Islamic education is implemented, how it can be reconstructed through Fazlur Rahman’s perspective, and how such reconstruction may support students’ critical thinking. A qualitative descriptive-critical design was employed at Pesantren Modern Datok Sulaiman Palopo, South Sulawesi, focusing on senior secondary-level students and relevant educational informants. Data were collected through passive participatory observation, semi-structured interviews, and documentation, using interview and observation guides as research instruments. Data were analyzed through data reduction, data display, and conclusion drawing, with source, technique, and time triangulation used to strengthen credibility. The findings show that integrative Islamic education is implemented through formal learning, pesantren-based religious learning, and religious-value habituation, but its development of critical thinking remains constrained by limited opportunities for reflection, technological influences, and value formation that does not always foster personal awareness. The proposed reconstruction emphasizes strengthening teachers’ roles as learning facilitators, developing reflective and dialogic learning, connecting habituation with meaning and reflection, and strengthening pesantren literacy. These findings suggest that integrating knowledge, values, reflection, and contextual learning can provide a stronger pedagogical foundation for developing students who critically interpret, question, and connect Islamic knowledge with everyday realities.

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