Moderasi Indoktrinasi dan Penalaran: Upaya Membangun Berpikir Kritis dalam Pendidikan Islam: (Indoctrination and Reasoning Moderation: an Effort to Build Critical Thinking in Islamic Education)

Ainul Yaqin; M. Syarif

doi:10.32478/jfj2ns45

Authors

Ainul Yaqin
ainulyaqin@unim.ac.id
Universitas Islam Majapahit Mojokerto - Indonesia
M. Syarif Universitas Islam Majapahit Mojokerto - Indonesia

Keywords:

Islamic Education, Indoctrination Approach, Reasoning Skill, Critical Thinking

Abstract

Islamic education often employs indoctrinative patterns in its teaching processes. This indoctrinative approach tends to create authoritarian relationships, which are considered effective for instilling doctrinal values but offer limited opportunities for students to develop critical perspectives toward the doctrines being taught. This study aims to examine the indoctrinative approach and its impact on students’ reasoning abilities. Using a literature review method, the research seeks to identify a moderate approach that balances indoctrination and reasoning within Islamic education. The findings suggest that indoctrination is both inevitable and necessary in Islamic education due to its unique characteristics—particularly in conveying ta‘abbudi (devotional) Islamic materials, especially regarding matters of faith and worship. However, for Islamic teachings that involve ta‘aqquli (rational) content, especially in social transactions (mu‘amalah), reasoning must be emphasized to cultivate students’ critical thinking and problem-solving skills. With enhanced reasoning and critical capacities, students are less likely to be indoctrinated by radical ideologies and terrorist movements.

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