IMPLEMENTASI DIALOGIS CRITICAL THINKING PAULO FREIFE DALAM PROSES PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI MTSN 5 KARAWANG

Abstract

The implementation of Islamic Religious Education (IRE) learning in schools is still predominantly teacher-centered, limiting students' opportunities to think critically, engage in dialogue, and actively express their ideas. This study aims to describe the implementation of Paulo Freire's dialogical critical thinking approach in Islamic Religious Education learning at MTsN 5 Karawang. This research employed a qualitative approach using a descriptive method with a field research design. Data were collected through observation, in-depth interviews, and documentation involving the principal, Islamic Religious Education teachers, and ninth-grade students. The data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of Paulo Freire's dialogical approach was carried out through group discussions, question-and-answer sessions, reflective learning, problem-solving activities, and connecting Islamic Religious Education materials with students' real-life experiences. In this process, teachers acted as facilitators who encouraged students to ask questions, express opinions, provide arguments, and collaboratively construct knowledge. The implementation contributed to increased student participation, confidence in expressing ideas, critical thinking skills, collaborative abilities, and the capacity to relate Islamic values to everyday life. The implementation was supported by teachers' pedagogical competence, school policies promoting active learning, adequate learning facilities, and a conducive classroom environment. However, differences in students' characteristics, limited learning time, low participation among some students, and the persistence of lecture-based teaching remained significant challenges. The study concludes that Paulo Freire's dialogical critical thinking approach enhances the quality of Islamic Religious Education learning by fostering active, dialogical, reflective, student-centered, and critical learning processes.