Controversial Religious Issues for Improving Students Critical Thinking Skill in Higher Education

Abstract

This study investigates whether the application of controversial religious issues in learning impacts increasing students' critical thinking skills. The research conducted quasi-experimental research with a nonequivalent group design. The study applied to students in Malang Islamic University's third-seventh semester. Instruments for collecting the data are in the form of tests, and questionnaires are arranged in multiple-choice and essays conducted before and after treatment. Hypotheses were tested using two-way ANOVA in SPSS 20 version. This study found that implementing controversial religious issues in learning positively improved student critical thinking skills. However, differences in gender and semester groups do not affect differences in student achievement. The study implies that lecturers may apply the controversial religious issues method to students in higher education in any group of gender and semester. Mentally, higher education students are ready to discuss controversial religious issues that will affect students' critical thinking skills and student achievement.