Exploratory Study on Islamic Critical Thinking Skills: An Analysis of The Meaning, Trends, and Framework for Teaching Tawhid in Secondary Schools

Abstract

This study aimed to explore the elements of critical thinking skills required for Islamic Studies teachers in teaching Tawhid using an exploratory sequential mixed-method design. Nine Islamic Studies experts from educational institutions in North Eastern Nigeria participated in the study. In the qualitative phase, expert interviews were conducted, which served as the basis for the development of quantitative instruments. A 61-item questionnaire was analyzed for reliability using IBM SPSS version 25. Exploratory factor analysis identified thirteen factors that characterize elements of critical thinking in Tawhid teaching. Smart PLS and confirmatory factor analysis validated these items. The resulting framework includes three main themes and 12 sub-elements that focus on Knowledge Construction (KNC), Evaluative Reasoning (EVR), and Right Decision Making (RDM). Each theme includes four sub-elements. This framework serves as a guide for the development of critical thinking skills among Islamic Studies teachers in Nigerian secondary schools. The study is of theoretical, methodological and contextual relevance to policy makers, curriculum developers, lecturers, supervisors and teachers of Islamic Studies. Recommendations include integrating the framework into the Islamic Studies curriculum in northeast Nigeria to improve teachers' critical thinking skills and optimise Tawhid teaching in secondary schools.