Teaching Practices of Islamic Education Teachers in Improving Critical Thinking of Rural Students

Critical thinking is imperative for educators grappling with the 21st-century education system, particularly in teaching and learning (PdPc). Islamic Religious Education Teachers (IRET) predominantly employ static teaching methods, hindering the application of critical thinking in traditional lessons adhering to the syllabus. This study investigates how IRET integrates critical thinking into 21st-century learning skills (PAK-21), emphasizing sustainability. Employing a qualitative case study, it involves semi-structured interviews, observations of IRET teaching, and document analysis. Purposive sampling identifies seven IRET and 14 students. Nvivo 12.0 analyzes themes and sub-themes. Findings confirm IRET's practice of critical thinking in PAK-21, revealing challenges like time constraints, student attitudes, and rural facility limitations. IRET addresses these issues through innovation, diversified learning strategies, technology integration, knowledge amalgamation, staged teaching, student guidance, and role modelling. The study proposes a practical model for fostering critical thinking in PAK-21, meeting contemporary needs. Implications extend to Malaysian Ministry of Education policies and IRET practices, enhancing 21st-century teacher professionalism sustainably. This research advocates for an educational paradigm shift towards critical thinking, ensuring adaptability and relevance in a rapidly changing world.