Implementation of the Blended Learning Model in Islamic Religious Learning Studies to Improve Students' Critical Thinking Skills in the Digital Era
DOI:
https://doi.org/10.33474/ja.v7i2.24405Keywords:
Blended learning model, Islamic religious learning, Critical thinking, Digital eraAbstract
This study aims to analyze the implementation of the blended learning model in Islamic Religious Education (PAI) learning to improve students' critical thinking skills in the digital era. The research method uses a mixed-methods approach with a sequential explanatory design, carried out at the MA level. Miftahul Huda Kwandang. The research subjects consisted of 25 grade XI students and PAI teachers, selected through purposive sampling. Data was collected through critical thinking ability tests, questionnaires, interviews, and observations, then analyzed statistically and thematically. The study found a significant increase in students' critical thinking skills (p = 0.001), with the analysis indicators increasing significantly across both evaluation and inference. The blended learning model is effective with students who respond very positively to learning. The main supporting factors include technology infrastructure support, teacher commitment, and student collaboration, while the main obstacles are the gap in technology capabilities and increased teacher workload. The findings confirm that the blended learning model is effective in creating a contextual PAI learning environment and in fostering students' critical thinking skills, but it requires adequate infrastructure and sustainable teacher capacity development. This study recommends a blended learning model in Islamic religious learning studies to improve students' critical thinking skills.
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