p–ISSN: 2723 - 6609 e-ISSN: 2745-5254

Vol. 5, No. 2 February 2024 http://jist.publikasiindonesia.id/

Doi: 10.59141/jist.v5i2.909 644

THE INFLUENCE OF THE CRITICAL THINKING APPROACH ON THE

DOOMSDAY FAITH MATERIAL ON THE ATTITUDE OF HUBBLULLAH

(LOVE OF GOD) FOR GRADE IX STUDENTS OF SMP PUSTEK SERPONG

KOTA TANGSEL IN 2023

Zaimuddin

, Abdul Mu'ti

, Aa Saprudin

Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia

Email: [email protected]

, [email protected]

[email protected]

*Correspondence

ABSTRACT

Keywords: Critical Thinking

Approach; Faith in the Last

Day; Hubbullah Attitude.

Indoctrination learning approaches are still widely used by PAI teachers.

According to Aceng Kosasih, PAI material is static-dogmatic, especially

material related to faith, so learning oriented toward critical thinking is

irrelevant. The material on faith until the day it ends, for example, is the

lecture method that dominates it. This is very impressive, considering

that religious material should not only express beliefs without a valid

rationale. On the other hand, the learning approach can function as a tool

to understand the material without changing the principles of the faith.

This research aims to develop a learning approach based on critical

thinking in fostering understanding of the material on faith until the Day

of Judgment and testing its effectiveness in improving the Abdullah

attitude of class IX junior high school students. This type of research is

a pre-experimental model with data collection techniques such as

interviews, observation, documentation, and tests. The data analysis

technique used for qualitative data is the Miles and Huberman model. In

contrast, for quantitative data, the Paired Sample T Test is used, which

is equipped with an N-Gain calculation to see the level of increase in

Hubbullah's attitude. The results of the application can be taught very

well and are representative of increasing understanding and fostering

students' hubbullah attitudes. This can be seen from the PAI teacher

assessment, which shows a percentage of 100%. The influence of the

critical thinking approach can be observed from the results of the Paired

Sample T-test with a significance value of 0.000 < 0.05 with a

comparison value of 7.754 > 2.042 tab, which means H0 is rejected, and

Ha is accepted. The increase in Hubbullah's attitude can be seen from the

calculation of N-Gain = 0.35, with the improvement category being

"medium."

Introduction

Believing that the end day ends terrible habits is the theme or subject matter in the

student handbook in PAI subjects at the junior high school / MTs level in grade 9; even

this material experiences repetition at the vocational level in grade 12. As knowledge,

doomsday is familiar to students, but knowing is not enough; there are Basic

Competencies (KD) that they must master (Kamala, 2019). The competencies in question

are as follows: 1) Faith in the last day. This competency is included in Core Competency

One (IP 1), where KI 1 is in the dimension of mental attitude, namely appreciation and

respect. 2) Respect introspection as an implementation of understanding faith to the last

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days (Nadhiroh & Anshori, 2023). This competency is included in Core Competency 2

(KI 2). This means covering affective dimensions such as honest behavior, responsibility,

discipline, etc. 3) Understand the meaning of faith in the last days based on observation

of himself, his environment, and creatures (Gordon, 2018). This competency is included

in the scope of KI 3. This means knowledge is built on factual, conceptual, and procedural

data. 4) Present naqli postulates that explain the picture of the last days' events. This fourth

Basic Competency is part of KI 4, where students are expected to be able to try, process,

and present in the concrete realm (García-Sánchez & García-Sánchez, 2020).

Based on the description of KI and KD, a teacher can formulate any learning

objectives to be achieved. If examined more deeply, there are significant differences

between KI 1 and KI 4. This is due to the differences in their characteristics. If KI 1 and

2 put more emphasis on attitude, then KI 3 and 4 emphasize cognitive aspects (Syahputra,

2022). If so, the teacher can formulate what methods are considered appropriate to be

given to students so that learning objectives can be achieved (Hidayatullah, 2018).

However, of the many competencies that are expected to be achieved by students, the

most important is how they have the proper understanding so that the level of faith is

solid, not easily shaken (Raimo, Rella, Vitolla, Sánchez-Vicente, & García-Sánchez,

2021).

No less important is how students' faith in the last day affects the morals of students'

personalities, which are reflected in daily behavior (Purwanto, Al Amin, Mardiyah, &

Wahyuningtyas, 2020). The material of faith in the doomsday is abstract in that it cannot

be seen or experienced directly. Therefore, to understand it, an intermediary is needed in

the form of concepts about the occurrence of the doomsday. It is this concept that students

must accept and understand (Suhartono, 2017). In addition, the learning approach

strongly influences the success of learning. The correct approach will get good results,

while the wrong approach will get results that are not optimal. However, today, there are

still many PAI teachers who use conventional approaches that tend to lead to

indoctrination (Kristin, 2016). A. Hasan Hariri reinforces this fact in his research findings;

he stated that applying scientific approaches to PAI and BP subjects is irrelevant,

especially in supernatural aspects. Because its truth is only acknowledged and believed

by those who believe in it, such conditions will lead to blind faith that immediately

believes without questioning what is believed so that the level of belief is not solid and

can be easily shaken. A deductive learning approach will result in students losing the

rational footing that is the principal capital in living as intelligent humans. Students will

lose the spirit of learning PAI due to the unfulfillment of aspects of logical needs in

themselves. Moreover, the most terrible thing is that students do not understand or are not

sure about the coming of the doomsday (Nurlaili, Rahman, & Amin, 2020).

Changes in the PAI learning approach are something that must be implemented so

that PAI learning is no longer indoctrinated and that students have a correct and solid

understanding. This can only be achieved using a rational (inductive) approach, namely

through a critical thinking approach. There are at least three reasons why you should use

this approach. First, the event of the doomsday is an abstract event that cannot be seen

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and experienced directly, so to increase confidence in the doomsday, it is necessary to

seek its validation by digging up information in the Quran that shows signs of Allah's

power, such as the story of Prophet Ibrahim (as) who was ordered to cut four birds placed

on four hills separately from one piece to another, then called him, then finally the birds

came to Prophet Ibrahim intact and alive again. This story shows that Allah Almighty is

almighty over all his wills and proves that Allah Almighty can revive people who have

experienced death (Daheri, 2023). Second, psychologically, learning with a critical

thinking approach will lead to the fulfillment of aspects of students' logical needs so that

students feel satisfied with themselves, which will increase their enthusiasm for learning

and get an optimal understanding, namely increasing their belief in the doomsday so that

it affects their personality. Third, pedagogically, learning with this critical thinking

approach needs to be implemented because the learning process applied by teachers can

prepare students for the latest competencies of this century, which are synonymous with

HOTS (Higher Order Thinking Skill) learning and scientific, logical reasoning (MH &

Nugraha, 2019).

The ability to think critically is essential for everyone. With this ability, people can

face every problem in their lives. Those with this ability will not easily stutter or be

nervous when facing life's problems. Critical thinking is a skill in contemplative and

argumentative thinking oriented towards what is believed so that it is done (Taufik,

Mustami, & Damayanti, 2018). These capabilities include the ability to clarify the reason

for decision-making, infer, elaborate, predict, and integrate various points of view, as well

as additional capabilities. People who can think critically and then believe in doomsday

will be stronger because they follow something based on their logic. For this reason, this

research becomes necessary (Fikram, 2023).

Regarding the object of research, the feasibility of SMP PUSTEK Serpong under the

Ministry of Education and Culture has reasons that can be accounted for. Because the

curriculum system already uses the 2013 curriculum, we also obtained information

through an initial survey that the school had been the home of the 2013 curriculum

training for educators in the context of socializing the 2013 curriculum in 2017. Departing

from the focus of the problem mentioned above, this study can answer the question: "How

is the concept of PAI learning related to doomsday material based on a critical thinking

approach and its effectiveness in achieving PAI learning?".

Previous research relevant to this research is. The research entitled Implementation

of the HOTS (Higher Order Thinking Skill) approach in PAI Learning was conducted by

Siti Halimah. Qualitative methods were used in this research. At the same time, the

findings from his research show that the implementation of HOTS can be seen from the

planning, implementation, and evaluation process. In addition, the results showed that

grade X students of SMAN 2 Pasuruan had improved their critical thinking and problem-

solving skills.

The objectives of this study are:

1. Explain how to implement learning with a critical thinking approach based on

doomsday material.

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2. Explain how students understand the doomsday

3. Explain how the attitude of Abdullah's students

4. Explain how the critical thinking approach affects hubbullah.

Research Methods

Observation

The study used a participatory type of observation, meaning the researcher was

engaged in the daily activities of the observed subject. While making observations,

researchers not only do what the data source does but also enjoy what the data source

does.

The observations in this study aim to obtain data on critical thinking learning

approaches that occur in SMP PUSTEK, along with student activities that show a

hubbullah attitude.

Interview

The interview used is a semistructured interview. Unlike structured interviews, this

type of interview is more flexible and falls under the category of in-depth interviews. This

type of interview aims to solve problems openly by asking interviewees to give their

opinions and ideas. During the interview, the researcher must listen to and record the

informant.

This study interviewed resource persons related to the problems studied: school

principals, religious teachers, BK teachers, homeroom teachers, and students at SMP

PUSTEK.

Documentation

Documentation in various written, drawings, or electronic forms is collected for

analysis. The collected documents are selected based on the purpose and focus of the

problem. Documentation is carried out throughout the KBM process.

Questioner/market

A questionnaire is a method of data collection involving respondents and a set of

questions or written statements to answer. This questionnaire instrument is used to

measure the attitude of hubbullah.

The Likert scale was used to achieve the objectives of this study. There are several

reasons why this scale was chosen. Because it is more straightforward to make and easier

to use than other measurement scales, There is freedom to make questions, with notes

fixed to the context of the problem; the answer is alternative, so the data must be clarified,

and a larger scale allows for more straightforward explanations. In addition, one of the

characteristics of the Likert scale is that the higher score received by a respondent

indicates that the respondent has a more positive view of the subject under study.

Data Analysis Methods

The data that has been collected is analyzed by triangulation. At this stage, data

derived from observations, interviews, documentation, and questionnaires are combined

and analyzed simultaneously to confirm and mutually corroborate research data in line

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with Paton, who stated that triangulation would strengthen research data. Data from

interviews and field notes help corroborate the Hubbullah's attitude data.

Results and Discussion

SMP PUSTEK profile

SMP PUSTEK is one of the private-public schools under the auspices of the

PUSTEK Science and Technology Development Foundation located on Jalan Raya

Serpong No. 17 Priyang, Pondok Corn Village, North Serpong District, South Tangerang

City. This foundation was established in 2003, opening an Educational Institution in the

form of a Vocational High School (SMK). However, along with the community's needs,

the Foundation opened a new institution in the form of a junior high school in 2009.

Visi Misi SMP PUSTEK

Every school institution has a Vision and Mission, including SMP PUSTEK. The

vision of SMP PUSTEK is to excel in achievement based on faith, piety, and skill in

technology. If examined, the vision is divided into three segments: Excel in achievement.

What is meant is achievement in various academic and non-academic fields such as art,

sports, etc. Second, be skilled in technology. She was third, based on faith and piety.

1. Affective Strategies

Affective strategies designed by Ricarhd Paul include as many as nine strategies

denoted by the symbol S-. ranging from S-1 to S-9. These strategies have interrelated

variations and can provide a full understanding of one dimension of critical thinking, as

outlined below.

Table 1

Affective Realm CT Strategy

CT Strategy

Instructional

S-1 independent

thinking

Students show an independent attitude without being

influenced by their surroundings. This is what Arifudin

Saputra did when expressing his opinion and answering

questions.

S-2 develops

egocentric or socio-

centric insights

Students show an attitude of desire when considering

the point of view of others. This can be seen in most

students' behavior in response to their friends' opinions.

S-3 trains fair thinking

Students mostly show a fair attitude in the context of

thinking. This can be seen in the attitude of students

who are open to accepting the opinions of others

without claiming that their personal opinions are the

only ones that are the most correct.

S-4 explores feeling-

based thoughts and

thought-based feelings

Students are given space to reflect on their respective

opinions, whether based on thoughts or, indeed, on

mere feelings.

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The S-5 developed

intellectual humility as

well as suspended

decisions

Students show humility. This can be seen from the

attitude of students who are willing to accept other

people's opinions that are more correct and accepting

when errors are shown in argumentation.

S-6 develops

intellectual courage

Most students dare to communicate their respective

opinions without fear of being wrong and considered

stupid.

S-7 develops true

conviction or integrity

The initial confidence in students is developed through

searching for additional information or evidence.

S-8 develops

intellectual activity

Some students show persistence in defending their

individual opinions.

S-9 develops

confidence in argument

Confidence or confidence is inspired by the attitude of

students who, without hesitation, express their opinions.

2. Cognitive-Macro Capability Strategy

In this dimension, 17 strategies were developed by Richard. The strategy is denoted

from the S-10 to the S-24. The process of applying the critical thinking approach used in

this study is as follows.

Table 2

Macro Cognitive Ranah CT Strategy

Cognitive-Macro

CT Strategy

Level Kognitif

Bloom

Instructional

S-12 Developing a

Perspective

Analyse

By believing in the Day of Judgment,

Muslims are expected to be

introspective or careful in their

behavior. However, many Muslims

profess faith and believe in the Last

Day. However, their behavior does not

reflect as obedient servants of Allah,

such as leaving prayer, never trying to

get closer to Allah by increasing

worship, and so on. Why do you think

it happened, and how to fix it

S-14 explain and

analyze the

meaning of a word

or prose

Analyse

analyse the meaning of the apocalypse,

why Kubro / Sugro) if death or natural

disasters are called sugar apocalypse

for whom it can be said to be a

disaster, isn't it for people who are old

and have suffered from illness for

many years? How much more? It is

good that he just died; natural disasters

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that occur, like mountains erupting,

will not have an impact on the fertile

farmland.

S-17 Ask more

deeply

Analyse

Students are asked fundamental

questions such as what the doomsday

is, why it is called that, and why we

should study it. And so on

S-18 Analyze or

evaluate arguments,

interpret, believe,

or theorize

Assess/evaluate

some atheists or agnostics do not

believe in the apocalypse, so they do

not believe in the resurrection of man

after death to account for his behavior

while on Earth. According to them,

when a person dies, his life ends, and

there is no continuation. Regarding

good and bad behavior, they will get

retribution or consequences while still

living on earth. What do you think,

agree with this theory, and explain

why?

S-19 generates or

evaluates actions or

policies

Judging,

creating

Frequent visits to the sick, grave

pilgrimages, and listening to lectures

about doomsday can be a solution so

that we are more aware that life in the

world is only temporary and should be

used as much as possible to collect

provisions later in the afterlife, how do

you think about the solutions offered,

and explain why!

S-20 Analyze or

evaluate actions or

policies

Evaluate

if faith in the doomsday is not included

in the pillars of faith in the sense that

Muslims are not obliged to believe in

the existence of the doomsday,

because, with this faith, a person will

feel living in fear and not feel calm in

living daily life. If you agree with this

opinion, explain why!

S-21 Reading

critically:

explaining or

criticizing the text

Analyze

After reading the text of the Final Days

Faith material in Chapter 1, mention

any shortcomings and explain why!

S-24 Practicing

socratic discussion:

Analyze

Interactive discussions guided by

teachers. In this session, the teacher

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Explain and

question beliefs,

theories, or

perspectives

provides the broadest possible

opportunity for students to respond to

the answers given by their friends. Not

only that, the teacher also asks more

in-depth follow-up questions so that

students will be provoked by their

persistence in defending their opinions.

Hubbullah Student Attitude Data

Students are asked to complete a Hubbullah attitude scale survey statement before

being treated using a critical thinking learning approach. This survey was conducted twice

before and after the treatment of the critical thinking approach. Here are the results.

Figure 1 Comparison of Hubbullah Attitude Scale Survey Results Before

and After CT on Indicator 1

Based on Figure 2, it can be seen that the presentation of the average value of the

Hubbullah attitude scale before CT has a value of 56.97%, while the average after CT is

69.09%. This represents an increase of 21%. Thus, it can be concluded that Hubbullah's

attitude was different before and after CT.

Figure 2 Comparison of Hubbullah Attitude Scale Survey Results Before

and After CT in Indicator 2

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Figure 4.2 shows that the presentation of the average value of the Abdullah attitude

scale before CT has a value of 92.42%, while the average after CT is 92.42%. This

indicates no change. Thus, it can be concluded that there is no difference in Hubbullah's

attitude before and after CT.

Figure 3 Comparison of Hubbullah Attitude Scale Survey Results Before

and After CT on Indicator 3

Based on Figure 3, it can be seen that the presentation of the average value of the

Hubbullah attitude scale before CT has a value of 89.70%, while the average after CT is

94.55%. This represents an increase of 5%. Thus, it can be concluded that Hubbullah's

attitude was different before and after CT.

Figure 4 Comparison of Hubbullah Attitude Scale Survey Results Before

and After CT on Indicator 4

Based on Figure 4, it can be seen that the presentation of the average value of the

Hubbullah attitude scale before CT has a value of 80.81%, while the average after CT is

85.86%. This represents an increase of 6%. Thus, it can be concluded that there is a

difference in hubbullah attitude before and after CT.

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Figure 5 Comparison of Hubbullah Attitude Scale Survey Results Before

and After CT in Indicator 5

Based on Figure 5, it can be seen that the presentation of the average value of the

Hubbullah attitude scale before CT has a value of 78%, while the average after CT is

87%. This represents an increase of 12%. Thus, it can be concluded that Hubbullah's

attitude was different before and after CT.

Data Interpretation Critical Thinking Approach

Based on observations made by observers invited by researchers named Ahmad

Salahuddin, S. Pd, one of the PAI teachers at SMK PUSTEK, it shows that the KBM

activities implemented are by the Lesson Plan (RPP). Where the lesson plan used has

fulfilled the elements of the application of critical thinking learning adopted from Richard

Paul's thinking, these elements consist of various strategies as follows: explaining and

analyzing the meaning of words or prose (S-14); analyzing or evaluating arguments (S-

18) analyzing or evaluating actions (S-20); Critical reading (S-21); independent thinking

(S-1); develop confidence in argument (S-9); give reasons and evaluate evidence and facts

(S-33).

Interpretation of Student Understanding Data on Faith in the Last Days Material

Students' understanding of the final-day faith material has increased. This can be

seen from the increase in the average test of learning outcomes before and after the CT

approach. The average learning outcomes of students before CT were 54.7, while the

average after CT was 81.1. This means that student learning outcomes have increased by

48%.

To see the percentage increase in the average learning outcomes of students'

understanding of the material of faith to the end of the day can be calculated by the

formula:

With caption:

P = Presents

X = the sum of the average scores after CT minus the average before CT

P =

𝑥

𝑥𝑖

× 100%

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Xi = total average score before CT

Account:

From the results of the calculation above, it can be interpreted that increasing

students' understanding of the material of faith on the final day falls into the excellent

Category

Letter

81 – 100%

Excellent

61 – 80%

Good

41 – 60%

Enough

21 – 40%

Less

0 – 20%

Significantly Less (Bad)

And

𝑃 =

54,7

81,1

× 100%

= 48%

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The calculation uses the Microsoft Excel application, which is presented in table

format as follows:

Table 4

Results of Hubbullah Attitude Score Calculation Before CT on Indicator 1

Believing that God is a commendable substance from all sides

Item

Number

of Items

Score

(Pn)

Qty Average Score

15.96%

12.77%

44.68%

25.53%

1.06%

amount (T)

100.00%

Maximum score

165

Average percentage

56.97%

criterion

Enough

Based on Table 4, it can be seen that the percentage of indicator one that has the

number of statement items as much as 1 in the session before CT gets a value of 56.97%.

This indicates category C (sufficient).

Table 5

Results of Hubbullah Attitude Score Calculation After CT on Indicator 1

Item

Number

of Items

Score

Qty Average Score

30.70%

10.53%

36.84%

21.05%

0.88%

sum

114

100.00%

Maximum score

165

Average percentage

69.09%

criterion

Good

Based on Table 5, it can be seen that the percentage of indicator one with the number

of statement items as much as 1 in the session after CT gets a value of 69.09%. This

indicates category B (good).

Table 6 shows that the percentage of indicator two with the number of statement

items as much as 2 in the session before CT gets a value of 92.42%. This indicates

category A (excellent).

Table 6

Results of Hubbullah Attitude Score Calculation Before CT on Indicator 2

Believing that God does good, gives favors, and gives mercy to His servants

Item

Number

of Items

Score

Qty Average Score

Presented

235

77.05%

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17.05%

5.90%

0.00%

sum

305

100.00%

Maximum score

330

Average percentage

92.42%

criterion

Excellent

Table 7

Results of Hubbullah Attitude Score Calculation After CT on Indicator 2

Item

Number

of Items

Score

Qty Average Score

Presented

220

72.13%

24.92%

2.95%

0.00%

sum

305

100%

Maximum score

330

Average percentage

92.42%

criterion

Excellent

Conclusion

Based on the study's results, it can be concluded that applying a critical thinking

approach to the material of faith in the doomsday has proven effective. This can be seen

from the percentage of the feasibility of its application, which reaches 100%, a significant

increase in student understanding. based on the study's results, it can be concluded that

applying a critical thinking approach to faith material to doomsday has proven effective.

This can be seen from the percentage of the feasibility of its application, which reaches

100%, a significant increase in student understanding, and a significant influence on

students' attitudes, which is in line with the theories of Seyed Ahmad Hashemi (2010),

Peter A. Facione (2011), and Marnice K Emerson (2013). This study also supports the

findings of Izzatin Kamala (2019), who shows that learning that focuses on habituating

critical thinking can improve the spiritual attitude of learners. A significant influence on

students' hubbullah attitude is in line with the theories of Seyed Ahmad Hashemi (2010),

Peter A. Facione (2011), and Marnice K Emerson (2013). This study also supports the

findings of Izzatin Kamala (2019), which shows that learning that focuses on habituating

critical thinking can improve the spiritual attitude of learners.

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