Dynamics of Critical Thinking Among Islamic Family Law Students: A Study at STISA Ash-Shofa Manonjaya Tasikmalaya, Indonesia

توضیح

یادداشت: عنوان فارسی: پویایی تفکر انتقادی در بین دانشجویان حقوق خانواده اسلامی: مطالعه ای در مدرسه اسلامی شفا، مانونجایا تاسیکمالایا، اندونزی.
Background: Critical thinking is a vital skill for students in Islamic Family Law, particularly given the multifaceted nature of legal challenges in both academic and professional settings. However, its development at Sekolah Tinggi Ilmu Syariah Wal Aqidah Ash-Shofa (STISA Ash-Shofa) is hindered by traditional, lecture-based instruction and limited opportunities for active learning.
Methods: This qualitative study used semi-structured interviews and classroom observations to explore how critical thinking is currently fostered. Participants included Islamic Family Law students and lecturers. Thematic analysis was employed to identify patterns, barriers, and enabling factors in cultivating critical thinking within the academic environment.
Results: Findings show that non-interactive teaching limits students’ ability to analyze, evaluate, and construct legal arguments. Students often lack confidence to express ideas and are rarely exposed to real-world legal problems. Lecturers also noted the absence of participatory learning models and practical materials that bridge theory and practice.
Conclusion: The study recommends incorporating interactive pedagogies—such as case-based learning, legal simulations, and collaborative discussions—to enhance students’ analytical engagement. Building a supportive, feedback-rich classroom atmosphere is also essential to encourage expression and improve critical reasoning. These interventions are key to preparing competent, reflective legal professionals.
Novelty: This study’s strength lies in its integrative perspective, drawing insights from both students and faculty to design contextually relevant strategies for advancing critical thinking in Islamic legal education.
Keywords: Critical Thinking; Islamic Family Law; Legal Pedagogy; Qualitative Study; Student Engagement