Background: Critical thinking is an essential competency for Islamic Family Law students because they are expected to interpret legal texts, evaluate contemporary legal issues, and formulate evidence-based arguments grounded in Islamic jurisprudence. However, its development in Islamic higher education remains constrained by conventional teaching practices that limit analytical inquiry and contextual legal reasoning.
Methods: This study employed a qualitative case study at STISA Ash-Shofa Manonjaya. Data were collected through semi-structured interviews with students and lecturers, classroom observations, and document analysis. The data were analyzed using thematic analysis to identify the dynamics, influencing factors, and pedagogical strategies shaping critical thinking.
Results: The findings indicate that although students possess adequate conceptual knowledge of Islamic Family Law, their analytical reasoning remains limited when addressing contemporary legal issues. Critical thinking is influenced by both internal factors, such as learning motivation and self-confidence, and external factors, including lecturer-centered instruction, limited case-based learning, and classroom learning culture.
Discussion: These findings demonstrate that critical thinking develops through the interaction between students' individual readiness and supportive pedagogical environments. Student-centered learning, authentic legal cases, collaborative discussion, and reflective learning can substantially strengthen analytical competence.
Conclusion: Enhancing critical thinking requires pedagogical innovation and institutional support that integrate active learning with contextual legal experiences to prepare graduates for contemporary Islamic legal challenges.
Novelty: This study proposes a context-sensitive pedagogical framework that integrates the perspectives of students and lecturers, offering practical guidance for curriculum development and instructional innovation in Islamic Family Law education.
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
