Siti Fathonah Wijayanti (The University of Melbourne, Australia)
Abstract
In this research, I explore the integration of critical thinking (CT) in tahfiz-based Islamic boarding schools in Indonesia through a dialogic pedagogical approach, focusing on the challenges and opportunities surrounding its implementation. My professional observations of negative biases among students, potentially fueled by unverified information and a lack of evaluative judgment, prompted this study. Despite the global emphasis on CT and its inclusion in Indonesian curricula, there is limited research on its implementation in Islamic educational contexts, particularly in tahfiz-based schools. To address this gap, I employed a narrative literature review to examine the nature of CT within Islamic traditions and the specific pedagogical practices employed in these Islamic-based schools. I further identify key challenges, including the dominance of didactic methods and the homogeneity of the school environment. Additionally, I propose dialogic pedagogy as a strategy to foster critical thinking, offering practical recommendations for its implementation in these unique educational settings.
Student Showcase: Research (In person; 15 minutes)
Creativity / Critical Thinking / 4Cs
General Interest
About the Presenter
Siti Fathonah Wijayanti is a graduate student in the Faculty of Education at the University of Melbourne, Australia, with over 7 years of teaching experience in diverse EFL settings. Her research interests include language teaching methodology, critical literacy, critical thinking, and dialogic pedagogy.
