Incorporating Critical Thinking in Usul al-Fiqh Subject with Islamic Perspectives
DOI:
https://doi.org/10.37134/almakrifah.vol3.2.1.2025Keywords:
Critical thinking, Usul al-Fiqh, Islamic pedagogy, Islamic jurisprudence, cognitive frameworkAbstract
This study examines the integration of critical thinking into the teaching of Usul al-Fiqh from an Islamic perspective, addressing the noted lack of structured pedagogical strategies in current Islamic education curricula. It aims to highlight the significance of critical thinking as rooted in the Qur’an and classical Islamic thought, and to propose a conceptual framework for embedding critical thinking into Usul al-Fiqh instruction. Using qualitative content analysis, the study synthesizes literature from Islamic jurisprudence, cognitive theory, and pedagogy. As a result, five key elements of Islamic critical thinking were identified: tazakkur (remembrance), ta’aqqul (rational analysis), tadabbur (contemplation), tafakkur (reflection), and tafaqquh (deep understanding). These components were subsequently formulated into a structured model to enhance students' legal reasoning and intellectual engagement. The findings suggest that integrating these elements strengthens students' higher-order thinking, ethical reasoning, and spiritual awareness. Consequently, the study concludes that Islamic-based critical thinking frameworks can significantly enrich the teaching of Usul al-Fiqh. Therefore, it is recommended that this approach be adopted in Islamic Shariah education to bridge traditional scholarship with contemporary cognitive demands. For future research, it is recommended that studies empirically test this framework to assess its impact on student outcomes, particularly in enhancing legal reasoning, problem-solving, and moral decision-making. Additionally, researchers should explore its broader application across other areas of Islamic education, potentially contributing to the wider reform of Islamic education in the 21st century.
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