Critical Thinking Education in Jamaluddin Al-Afghani's Thought and its Relevance to Contemporary Islamic Education

Abstract

This research examines the concept of critical thinking in Jamaluddin Al-Afghani's (1838-1897) educational thought and its relevance to contemporary Islamic education. Al-Afghani criticized the traditional educational system that only emphasized memorization without understanding and the attitude of taqlid that caused intellectual stagnation among Muslims. The research employs a qualitative method with a library research approach. The findings indicate that Al-Afghani's concept of critical thinking encompasses: (1) rejection of taqlid and passive learning, (2) development of rational analytical abilities, (3) integration of reason with revelation, (4) application of knowledge in solving real problems, and (5) critical attitude toward modern science. This concept is relevant to 21st-century education that demands Higher Order Thinking Skills, serves as a solution to the critical literacy crisis, and addresses the challenges of disinformation in the digital era. The implication is the necessity for transformation of learning methods from teacher-centered to student-centered approaches that encourage inquiry, critical discussion, and problem-based learning in contemporary Islamic education.