Bridging Cognitive-Affective Dissonance in Islamic Religious Education: Strengthening Critical Thinking through the Ulul Albab Framework

Abstract

This study analyzes Islamic Religious Education (IRE) learning strategies, models of cognitive-affective integration, and challenges in developing students’ critical thinking within the ulul albab character framework in the digital era. This study used a descriptive qualitative approach and collected data through classroom observations, in-depth interviews, and document analysis. The findings reveal that IRE learning remains predominantly teacher-centered, particularly through one-way lectures, due to time constraints and a dense curriculum. A significant gap was identified between students’ cognitive achievement and affective internalization, as students tend to engage in short-term rote learning to achieve formal examination scores. Furthermore, the development of critical thinking through provocative and reflective questioning is not yet optimal because students’ understanding of religious arguments remains predominantly textual and literal. These findings imply that conventional IRE learning strategies are insufficient to foster deep religious character and critical reasoning. Therefore, a transformation toward student-centered learning is needed, particularly through the consistent implementation of Problem-Based Learning and the development of structured affective assessment instruments to strengthen the integration of cognitive, affective, and critical-thinking dimensions in accordance with the ulul albab character.