A Navigating the Praxis of Case Discussion Groups

Introduction and research question: Current research emphasizes the potential of single pedagogical models to guide students learning in physical education (PE). However, the impact of a holistic, multi-model approach to Models-based Practice (MbP) remains largely unexplored – particularly how students experience and make sense of their learning over time. This study addresses that gap by exploring the research question: ‘How do students’ experience PE throughout their three-year lower secondary schooling when their teacher uses MbP as the guiding teaching framework?’ Theoretical framework: To interpret students’ learning experiences within a multi-model MbP approach, the study employed Bildung theory [Klafki, Wolfgang. [1985] 2001. Dannelsesteori og didaktik: Nye Studier. Translated by B. Christensen. Klim] and a recently proposed Bildung framework for PE [Aggerholm, K., and M. Hordvik. 2024. “A Bildung Theoretical Framework for Models-based Practice in Physical Education.” Physical Education and Sport Pedagogy : 1–23. https://doi.org/10.1080/17408989.2024.2446787]. This theoretical lens emphasizes holistic development across physical, cognitive, ethical, and social dimensions. Central to this perspective is the notion of versatile learning aspirations, where students engage with open-ended tasks, learn across diverse domains, and form meaningful connections with educational content. Methods: This longitudinal study followed 24 students from a single lower-secondary class over three years. The teacher organized PE around five pedagogical models: Teaching Personal and Social Responsibility, Teaching Games Approach, Sport Education, Fitness and Wellness Education, and Outdoor Education, each revisited multiple times across a total of 16 units. Data were generated through seven rounds of focus group interviews with four student groups, totaling 28 interviews conducted throughout their lower secondary schooling. A general inductive approach [Thomas, David. 2006. “A General Inductive Approach for Analyzing Qualitative Evaluation Data.” American Journal of Evaluation 27:237–246. https://doi.org/10.1177/1098214005283748] was used to co-construct themes reflecting students’ learning experiences across model units. Results: Results indicate that students perceived their teacher as promoting a holistic and learning-oriented PE environment, emphasizing diverse learning outcomes and fostering levels of accountability for both individual and collective learning. This represents a shift from a skill- and teacher-centered PE experience towards a holistic, learner-centered approach spanning physical, cognitive, social and creative domains. Students developed autonomy, trust, and a sense of accountability through a pedagogical approach that prioritized decision-making, peer negotiation, and minimal teacher intervention. Two key themes were co-constructed and explored: ‘A holistic learning-aspired approach necessitated student accountability’ and ‘Continuity in learning experiences across various domains’. Discussion and Conclusion: While prior research has illustrated the potential of individual models, this study demonstrates that sustained engagement with a range of pedagogical models can cultivate a continuous, holistic, and meaningful learning experience. Through the lens of Bildung theory, the results suggests that PE guided by a sustained MbP approach can foster environments where self-determination, co-determination, and solidarity naturally emerge – contributing to personal formation and democratic education (Klafki [1985] 2001). Moreover, these versatile, aligned, and accountable learning experiences promote development within interconnected learning bodies – moving, thinking, social, emotional, and cultural [Quennerstedt, Mikael, Dillon Landi, and Ashley Casey. 2024. “Busier, Happier, and Good(er) – 40 Years on from ‘Busy, Happy, and Good’ as Success in Teaching Physical Education.” Quest: 1–21. https://doi.org/10.1080/00336297.2024.2393624]. Students’ engagement with values such as fairness, inclusion, cooperation, and critical thinking suggests that MbP can provide fertile ground for cultivating ethical and civic awareness. These experiences reflect the potential of a multi-model MbP approach to support versatile learning aspirations, as students navigate open-ended, meaningful tasks across cognitive, physical, and moral domains – enhancing both individual growth and collective understanding.

Purpose This study addresses the learning requirements of learners with learning difficulties by monitoring their learning experience in an Intelligent Tutoring System. Intelligent Tutoring Systems were developed to enrich the teaching-learning process. Materials and Methods In the present work, the interface is designed and developed utilizing the potential of Artificial Intelligence to meet their individual needs. Designing an online learning platform for a learners with learning difficulties requires consideration of their learning problems and preferences. The interface was developed focusing on all the requirements of the LD learners. The objective of the present study is to monitor the learning experience in the form of induced emotions and cognitive load of the learners to determine the impact of learning. Results 83 learners were observed during various stage of learning. The results obtained through the Support Vector machine (SVM) classification technique showed the positive attitude towards intelligent tutoring. The analysis revealed that a total of 0.23% of learners were positively induced. Their learning experience was positive and effective. The cognition load on learners was minimum with single-mode instruction and least disturbed. Conclusions The system was improved based on preference feedback on design features. This helps in improving content design and creating device independent and responsive visual design. The fatigue effect analysis on cognitive load implied that multiple modes of instruction increased drowsiness. Single mode of instruction have a positive impact on the learning process and it reduces the cognitive load of the learners. Implications for Rehabilitation The user interface designed and developed for learners with Dyslexia, Dysgraphia and Dyscalculia has learning disabled-friendly features. These can be used to create a device-independent and responsive design. Learning experience is monitored along with the impact on cognitive load of the learners. The research helps in understanding the stimulation and response of learners with learning disability for different learning conditions. Most existing learning systems are limited to non-learning-disabled learners. The ITS developed during research presents a Universal learning design helpful for all learners with and without learning disability.

This research will describe the interaction of learning and gender approaches to the critical thinking skills of Science Elementary School students. This study used a quasi-experimental design method using a 2 x 2 factorial research design and saturated samples. Data were collected using the essay questions given at the beginning and end of the treatment. Test the hypothesis using Two way ANOVA. This study resulted in differences in critical thinking skills among students who were given treatment with video-based IBL approach in science learning is higher than conventional. Critical thinking skills among the group of female students outnumbered male students. There is no interaction effect of the video-based inquiry-based learning (IBL) strategy and gender on critical thinking skills. In the group of female students, the critical thinking ability of students who were given a video-based IBL approach was higher than conventional. In the group of male students, students who received a video-based IBL approach demonstrated greater critical thinking skills than conventional students. In the group of students who were given a video-based IBL approach, female students outperformed male students in critical thinking abilities. Male students have a stronger critical thinking capacity than female students in the group of students given the standard approach.

The low level of students' critical thinking skills is one of the main challenges in education, often caused by a lack of variety in instructional models. To address this issue, the researcher implemented the Problem-Based Learning model integrated with Science, Technology, Engineering, and Mathematics (PBL-STEM). This study aims to examine the effect of the PBL-STEM model on students' critical thinking skills. The research employed a nonequivalent control group design, involving two groups of students: an experimental group taught using the PBL-STEM model and a control group taught using the conventional PBL model. The subjects were Grade 10 science students (X MIPA) at a senior high school. Data were collected through a critical thinking skills test consisting of 10 validated essay questions, with a reliability coefficient of 0.649. The results indicate that the application of the PBL-STEM model effectively enhances students’ critical thinking skills, with an N-Gain score of 72%, categorized as high. The most significant improvement was observed in the indicators of elementary clarification (the ability to understand and clarify basic concepts) and inference (the ability to draw logical conclusions). A significance test revealed a statistically significant difference between the experimental and control groups, confirming that the PBL-STEM model has a substantial impact on developing students' critical thinking skills.. These findings suggest that the PBL-STEM model not only strengthens students’ analytical and logical reasoning but also provides a learning experience that is relevant to real-world contexts. The study recommends the implementation of the PBL-STEM model as an innovative teaching method to foster critical thinking skills, particularly within science and technology-based learning environments.

Purpose This paper aims to explore the integration of Generative Artificial Intelligence (GenAI) with established educational theories to enhance business education in diverse classrooms. It demonstrates how GenAI can personalize learning experiences, foster critical thinking and support multicultural classrooms by providing inclusive, culturally relevant content. Design/methodology/approach The study aligns GenAI capabilities with Cognitive Load Theory, Constructivist Learning Theory, Multicultural Education, Sociocultural Theory and Universal Design for Learning. A comprehensive review of literature and theoretical frameworks underpins a novel approach to integrating these theories with GenAI to enhance business education. Findings Integrating GenAI with educational theories can personalize learning, manage cognitive load, foster active and reflective learning, promote cultural inclusivity and support social interaction. Each theory contributes distinct benefits, such as enhancing students’ critical thinking, supporting diverse learning needs and creating dynamic, interactive learning environments. Research limitations/implications While this framework proposes integrating GenAI into business education, it lacks empirical validation. Future research should focus on the long-term effects on student retention and performance, particularly among diverse populations. Comparative studies with traditional teaching methods are needed to assess the benefits and challenges of GenAI-enhanced learning environments. Practical implications Implementing GenAI-driven strategies in business education can create dynamic, responsive learning environments, preparing students for the global marketplace with improved skills in critical thinking and cultural competence. Social implications Incorporating GenAI in business education supports diverse student populations by addressing their specific educational needs and cultural contexts. This approach fosters social equity by providing inclusive learning experiences, helping students from various backgrounds thrive academically and professionally. Originality/value This paper uniquely combines GenAI with multiple educational theories, offering a comprehensive framework for creating culturally responsive and personalized business education. It addresses a gap in the literature by demonstrating how GenAI can align with educational frameworks to support diverse learning environments.

Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning experiences that promote SL and CT, which may trigger the need to build and develop knowledge, attitudes/values, thinking abilities, and standards/criteria in an integrated way, resulting in their ability to know how to take responsible action in contexts and situations of personal and social relevance. This paper reports on a study to design, implement, and assess science learning experiences focused on CT toward SL goal. Results support the conclusion that the learning experiences developed and implemented in a grade 6 science classroom had a significant influence on the students’ CT and SL. Within this elementary school context, the theoretical framework used appears to be a relevant and practical aid for developing learning experiences that promote CT/SL and in supporting teaching practices that are more in line with the goals of critical scientific literacy.

Objetive: To analyze the mental workload produced by immersive learning experiences through augmented reality (AR) and virtual reality (VR). Theoretical framework: This section presents the main concepts and theories that support the research. The theory of cognitive mental workload includes dimensions such as Frustration, Performance, Effort, Physical, Mental, and Temporal Demand, providing a solid foundation for understanding the research context. Method: The methodology used for the research follows a qualitative quasi-experimental approach. The selected population consisted of 100 students, from which 2 groups of 50 members each were randomly selected using simple random sampling, experimental and control groups. Seven learning sessions were developed in the Social Sciences area. The experimental group experienced learning activities involving AR and VR, while the control group underwent traditional sessions. The experimental group students faced tasks related to navigation, movement, manual interaction, information processing, search, storage, and decision-making. The standardized NASA-TLX (Task Load Index) instrument, comprising 6 dimensions: Frustration, Performance, Effort, Physical, Mental, and Temporal Demand, was used for analysis. Results and conclusion: The results show that experimentation with AR presents a moderate mental workload, while experimentation with VR presents a significant mental workload, compared to students who did not participate in AR and VR experiences, who did not present mental workload in the development of their activities. Research implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of mental workload. These implications may encompass frustration, performance, effort, physical, mental, and temporal demand. Originality/Value: This study contributes to the literature by showing how mental workload directly influences academic performance and learning effectiveness, as excessive levels of workload can negatively affect attention and information retention.

Computer-mediated critical doing history project

Objectives The purpose of this study is to study the characteristics of the online studying room as a learning space focusing on secondary students' learning experiences. In this study, secondary students' learning experiences in the online studying room were analyzed, and based on this, the characteristics of the online studying room as a learning space were derived. Methods The research methods applied in this study were in-depth interviews targeting seven secondary students. In this study, Ecological Systems Theory was selected as an analysis framework for online studying room. Results First, secondary students' learning experiences in the online studying room were as follows. In the early stage of learning, learning in the online studying room as learning start stage, based on personal characteristics of expectations and curiosity for learning, was affected by the macrosystem of the influence of strengthening distance education due to COVID-19, Z culture and the microsystem of the reaction of parents and the reaction of friends. It was found that secondary students started learning in the online studying room in their free time. In the middle stage of learning, learning in the online studying room as learning execution stage, based on personal characteristics of self-control and competition for learning, was affected by the microsystem of the interaction of online studying room function and the interaction of friends. It was found that secondary students continued to learn in the online studying room. In the late stage of learning, learning in the onlinestudying room as learning assessment stage, based on personal characteristics of confidence and self-reflection in learning, was affected by the microsystem of the improvement of learning grades at school and the improvement of learning efficiency in the online studying room. It was found that secondary students formed learning habits in the online studying room. Second, the characteristics of the online studying room as a learning space are as follows. In the early stage of learning, the online studying room appeared as a open learning space selected by socio-cultural context, in the middle stage of learning, a learning space to share reflecting advanced science and technology, and in the late stage of learning, a self-learning space where effective and efficient learning is possible. Conclusions First, policy support is needed for revitalization of online learning space outside of school for secondary school students. Second, it is necessary to establish a social support system of linkage between secondary schools and homes centering on the online learning space outside of school. Third, it is necessary to educate secondary school students about self-directed learning in the online learning space outside of school.

Making work of the morality of teachers daily practice through reflection and dialogue An exploratory case study to teachers’ meaning given to their daily practice experiences with pupils This article reports a study into the reflection of teachers. The teachers participated in a professional learning community (PLC) to investigate their interactions with pupils in a dialogical process with colleagues. For this purpose a ‘critical reflexive dialogue’ was developed. First, we investigated how teachers give meaning to their experiences through three types of reflection – content, process and critical reflection – and or a shift in type of reflection takes place with the use of a critically reflexive dialogue. Second, we studied how the moral-political dimension occurred in teachers’ critical reflection. The research was conducted as an explorative case study in which the theoretical framework establishes a connection between moral educational practice with the types of reflection for teachers. Based on observations and field notes from eleven PLC meetings, results show when teachers make sense individually, they mainly pay attention to the content and the process of reflection. In this situation critical reflection is not self-evident. However, the results also show that teachers get more involved in critical reflection through critical dialogue and collective learning with colleagues in the PLC. Moral-political dimension included teachers’ critical reflection, but mainly focus on the meaning of their own beliefs for their daily practice and pupils and rarely on social and political influences. Based on these results, it is recommended that the moral-political dimension receives more explicit attention in teachers’ reflection.

The Transformational Indigenous Praxis ModelStages for Developing Critical Consciousness in Indigenous Education Cornel D. Pewewardy (bio), Anna Lees (bio), and Hyuny Clark-Shim (bio) The historical and ongoing struggles for Indigenous communities in settler-designed school systems across what is now named the United States call for radical educational reform that includes a decolonized curriculum model for Indigenous children.1 These efforts must first acknowledge that Indigenous education existed prior to European contact and that settler-designed schools were and are detrimental to the well-being of Indigenous children and communities.2 Radical reform efforts must also recognize the continued systemic racism ingrained in school structures that privilege the dominant, whitestream communities and disadvantage communities of color, including Indigenous communities.3 As Indigenous scholars responding to such profound inequity, we engage in insurgent research to actualize decolonization through radical reform. In these efforts, the lead author of this article developed the Transformational Indigenous Praxis Model (TIPM) to promote critical awareness and cultural consciousness among educators. This model was shared over the past decade at multiple settings, including national conferences and invited speaking events. With each presentation, followed by discussion, critique, and feedback from colleagues, the authors modified and further developed the TIPM. The purpose of this article is to put forth the TIPM as a structure to support educators in decolonizing and indigenizing their practices as they support the development of their students' critical thinking skills.4 This in turn supports collective engagement, critical thinking, healing, and cultural restoration in the [End Page 38] improvement of school-based educational offerings in order to better serve all children, especially Indigenous children. The article provides a step-by-step framework for educators to transform their practices, a framework that not only challenges Eurocentric knowledge bases but also was designed to scrutinize the foundations of the current dominant Western educational models. It also serves as a catalyst for critical thinking conversations about reclaiming Indigenous education. It is crucial to note that this model is not designed to "diagnose" an individual's "condition" but rather to provide terminologies that support educators to transform their practices as they articulate their experiences, the stages of the model that they aspire to embody, and the obstacles and promoters that actualize their collective hopes and visions. We begin this study with an introduction to our praxis and agency as scholars of Indigenous education. Next, we offer a brief history of Indigenous education and depict the impact of systemic racism on Indigenous children and educators in U.S. schools. We discuss the challenges presented by the adoption of neoliberal multiculturalism in whitestream educational systems and reframe our resistance to this context within our respective teaching settings. We explain the theoretical frameworks that grew from our praxis and how those frameworks helped us develop the TIPM and then describe the TIPM, which reflects multiple stages of critical thinking development. We also discuss resistance to each stage and antidotes to that resistance. SITUATING OUR PRAXIS, AGENCY, AND PROLOGUE The authors have nearly fifty years of combined experience working for Indigenous education. Our experience during these times helped us realize the importance of challenging the Eurocentric knowledge base and providing culturally responsive teaching strategies that counter the whitestream educational experiences of Indigenous learners. The culturally responsive strategies include incorporation of theoretical frameworks and language that reflect "our responsibility to bring to our communities useful ways of talking about our experiences and co-creating a culture of resistance."5 Our accountability to our communities as educators centers us in Indigenous educational sovereignty, which includes our rhetorical sovereignty, especially given that "the professional vocabulary can be imperialistic, falsely generous and self-serving for the colonizer and less than 'empowering' and fair to Indigenous Peoples."6 Therefore, here we introduce ourselves in our languages, along with English, to represent our indigeneity, since our languages shaped and reflect our cultures and worldviews.7 Our introductions below capture the inherent "sacred responsibilities" we bring into the academy. The art of speaking and using [End Page 39] Indigenous languages to reclaim our historical stories and reframe our existence is one of the most courageous acts that Indigenous scholars can perform. In many Indigenous cultures, it is our...

This study examines whether summer programming that relies on the delivery of a hands-on, experiential service learning curriculum to deliver content is able to reduce or eliminate summer learning loss in middle school students. Using Alexander, Entwisle, and Olson's (2001) faucet theory as a theoretical framework and a qualitative case study design, the study explores two summer programs in Rhode Island. These programs, one in a low-income community and the other in a mixed-income community both shares a common curriculum of experiential service learning as the framework for their programs. The findings suggest that these hands-on, experiential summer programs had significant positive effects on a variety of student outcomes. Primarily, stakeholders perceived significant effects of the program on social and emotional learning and the development of 21st century skills including problem solving, critical thinking, collaboration, and communication. Data also suggests that programs do have academic benefits for students as well, but the extent of those benefits are less clear. The study also found that the service learning component was not implemented effectively and therefore had little impact on program outcomes. This research has implications for experiential learning research as well as research on effective summer interventions that can help reduce achievement gaps. It also has implications for policymakers and practitioners seeking to implement different forms of summer programming that can be effective at reducing or eliminating summer learning loss. The need for further quantitative research to confirm these findings is required, but the study does suggest that experiential learning is an effective tool for reducing summer learning loss and helping to stem the growth of achievement gaps during the summer months.

Aim/Purpose: This study aims to analyze the cognitive load experienced by secondary school students in Biology within m-learning environments and its impact on learning performance. Background: Cognitive load has become a critical issue that schools need to address to ensure students can excel in their learning without being overwhelmed. While principles for reducing cognitive load have been extensively discussed in previous research, studies focusing on mobile learning (m-learning) for Biology among students in Malaysia remain limited. This study employed Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) to address this gap. By integrating four key principles—segmenting and pretraining, modality, redundancy, and seductive details—into m-learning tasks using the Successive Approximation Model (SAM1), this study aimed to reduce cognitive load and enhance students’ learning performance. Methodology: This study employed a quantitative approach using a randomized pre-test/post-test quasi-experimental design. Students were randomly assigned to either an intervention group (20 students) or a control group (18 students). The study was conducted over four weeks, comprising a three-week intervention period with a one-week interval. Statistical analyses, including independent t-tests, Mann-Whitney U tests, Quade ANCOVA, and Pearson correlation, were used to analyze the quantitative data. Qualitative feedback was analyzed using thematic analysis. Contribution: This study contributes by providing instructional design strategies that incorporate principles for reducing cognitive load in mobile learning for Biology. It also demonstrates how Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) can be effectively integrated. By examining the cognitive load experienced by secondary school students in m-learning environments, the study offers valuable insights for designing and implementing effective instructional strategies. Identifying the factors influencing cognitive load enables educators to develop targeted interventions that enhance learning experiences and optimize performance. Findings: The study indicated that the adoption of mobile learning tasks not only significantly reduced cognitive load but also corresponded to enhanced learning performance. Participants engaging in m-learning experienced lower cognitive load, which was positively associated with superior performance in learning tasks, emphasizing the beneficial impact of mobile learning on cognitive load management and academic achievement. Recommendations for Practitioners: Educators and instructional designers are encouraged to incorporate cognitive load principles into their instructional strategies and learning material design to enhance student performance. Policymakers should consider similar strategies to reduce the cognitive load for students in educational settings to improve learning outcomes. Recommendation for Researchers: Researchers are encouraged to replicate the design elements used in this study when developing mobile or online learning materials to reduce learners’ cognitive load and enhance their performance. They should also consider expanding this research to other topics, subjects, and educational levels to provide further insights and validate the effectiveness of these design elements across different contexts. Impact on Society: The findings of this study have significant implications for society, particularly in addressing mental health and stress issues among the younger generation. By identifying strategies to manage cognitive load and reduce stress in online learning environments, the study provides valuable insights for educators, parents, and policymakers. These strategies can help mitigate the adverse effects of cognitive overload, improve learning experiences, and promote better mental well-being. Additionally, the study’s recommendations can guide the development of more effective and supportive learning environments, contributing to overall societal well-being and academic success. Future Research: Future studies could explore cognitive load beyond the intrinsic and extraneous components focused on in this study, examining additional elements within the frameworks of cognitive load theory and multimedia learning. In addition to using the cognitive load questionnaire, exploring other measurement tools could ensure a more comprehensive understanding of cognitive load. Future research might also consider enriching mobile learning tasks by diversifying subject matter and conducting longitudinal cohort studies. Such studies could provide valuable insights into memory retention over extended periods, aiding in optimizing mobile learning frameworks and enhancing educational experiences.

Joint Learning Groups (JLG) are groupings of students where one group of students works with activities that are interrelated with other groups, resulting in a set of interlinked activities. Task Planning Groups (TPG) are grouped based on the task plan that the teacher will give. This research aims to determine the increase in students' mathematical critical thinking skills after different treatments in the final test. The experimental research method aims to determine the increase in students' critical mathematical thinking skills using the Join Learning Groups technique and the results of students' critical mathematical thinking using the Task Planning Groups technique regarding Systems of Linear Equations in Two Variables. Research at SMPN 11 Jambi City, which was the sample for class VIII experimental group VIIIJ control group VIIIK. Experiments were treated with the JLG technique, and controls were treated with the TPG technique. From the results of this research hypothesis research using the t-test and SPSS.25, with tcount = 3.08 – 1.667, the JLG Technique further improves critical thinking skills with the TPG Technique in class VIII SMPN 11 Jambi City. The results of students' critical mathematical thinking using the JLG technique were 83.33, and the TPG technique was 75.03, better than the results of students' critical mathematical thinking using the TPG technique. In this research, it is recommended that teachers pay more attention to techniques that can improve student learning outcomes.

This research examines the analysis of the implementation of the scientific learning approach in the Islamic Religious Education (PAI) subject at PKPPS Minhajurroosyidiin Jakarta with the aim of enhancing students' critical thinking. The study utilizes a qualitative method, focusing on a series of stages in scientific learning, including planning, design, observation activities, questioning, experiments, data analysis, presentation of results, and learning evaluation. The research findings indicate that this approach successfully increases student engagement, enriches the learning process, and develops critical and creative thinking skills in understanding the teachings of PAI. The effectiveness of the scientific learning approach is evident in several key aspects, such as placing students as active subjects in the learning process, fostering the development of critical thinking skills, increasing student engagement, achieving in-depth learning outcomes, and receiving positive responses from both students and teachers. Factors influencing the implementation of this approach include teacher readiness, the availability of learning resources, school leadership support, student participation, curriculum and evaluation alignment, school culture, as well as understanding and implementation of Islamic values. The synergy among these factors is crucial for the successful implementation of the scientific approach and the enhancement of students' critical thinking in the context of the PAI subject. This research contributes to understanding the practical application of the scientific learning approach in the PAI subject and its impact on improving students' critical thinking. The holistic implementation of this approach requires teacher readiness, school support, student involvement, and a deep understanding of Islamic values. The research results are expected to serve as a foundation for developing more effective learning strategies oriented towards the development of critical thinking skills in students within the context of Islamic education.