The Application Of The Discovery Learning Model In Improving Thinking Skills Student Criticism In Educational LearningIslam di SMP N 24 Kota Makassar

Abstract

This study aims to analyze the implementation of the Discovery Learning model in improving students’ critical thinking skills in Islamic Religious Education (IRE) at SMP Negeri 24 Makassar. The model was selected for its potential to foster cognitive engagement, independent learning, and higher-order thinking through inquiry-based instructional stages. This research employed a descriptive qualitative approach, with data collected through observations, in-depth interviews, and documentation. The findings show that the implementation of Discovery Learning through six main stages—stimulation, problem formulation, data collection, data processing, verification, and generalization—successfully activated students' critical thinking processes. Students not only identified and explored issues using Islamic sources such as the Qur’an and Hadith but also demonstrated significant improvements in evaluating information, constructing ethical arguments, and drawing reflective conclusions related to real-life contexts. Moreover, the model promoted active and collaborative learning, where students engaged in group discussions, classroom presentations, and deep individual reflection. Teachers noted that while the application of this model required more complex planning, it yielded substantial benefits in students’ conceptual understanding and the development of religious character. These findings support the notion that Discovery Learning aligns with Islamic pedagogical principles such as tafakkur (deep thinking), ijtihad (independent reasoning), and muhasabah (self-reflection). Therefore, integrating Discovery Learning into Islamic Religious Education can serve as an effective strategy for shaping students into critical thinkers who are also spiritually grounded and ethically aware.