Strengthening Islamic Values-Based Critical Thinking in the Educational Curriculum: A Case Study at Darul Khoirot Integrated Bilingual Junior High School

Abstract

This research is motivated by the need for Islamic secondary education to prepare students who are able to think critically, reflectively, and remain rooted in Islamic values. Critical thinking is often understood as a purely cognitive skill, whereas in the Islamic educational tradition it needs to be associated with manners, the search for truth, moral responsibility, and the courage to dialogue. This study aims to analyze the strategy of strengthening critical thinking based on Islamic values in the curriculum of Darul Khoirot Integrated Bilingual Junior High School, a formal school under the foundation of modern Islamic boarding schools that maintains mastery of the yellow book. The research method uses a qualitative approach with a case study design. Data is collected through interviews, learning observations, and curriculum documentation, then analyzed through data reduction, data presentation, and conclusion drawn. The results of the study show that strengthening critical thinking is carried out through the integration of formal curriculum, bilingual learning, halaqah of the yellow book, habituation of discussion manners, and reflective assignments. In conclusion, the Darul Khoirot model shows that critical reason can be developed without separating the intellectual and spiritual dimensions