Level of Critical Thinking Skills among Students of Tahfiz School
Azmil Hashim1, Nurul Syafiqa Binti Samsudin2
1Azmil Hashim, University Pendidikan Sultan Idris, Tanjung Malim.
2Nurul Syafiqa Binti Samsudin, University Pendidikan Sultan Idris, Tanjung Malim.
Manuscript received on 15 May 2019 | Revised Manuscript received on 22 May 2019 | Manuscript Published on 02 June 2019 | PP: 172-174 | Volume-8 Issue-7S2 May 2019 | Retrieval Number: G10290587S219/19©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open-access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The purpose of this study is to identify the level of critical thinking skills among students of Tahfiz school from the science stream tahfiz and religious tahfiz. A total of 124 students had answered surveys under the Malaysian Critical Thinking Skills Instrument (MyCT) comprising 62 items from four sub-constructs (which are evaluation, analytical and logical, disposition and assumptions) derived from the results of a study conducted by SitiRahayah (2003). The quantitative data of the survey were analysed descriptively by using the Statistical Package for Social Sciences (SPSS) to get the frequency, percentage, mean and standard deviation. The findings show that the level of mastery of critical thinking is average. The conclusion of the study shows that individuals who had the ability to think critically were from all level of students of the Tahfiz school whether they are from the science and religious stream or otherwise. This is because their exposure to the “al-fahm” memorization technique in the hafazan (memorisation) studies had trained them to analyse and understand the meaning and the interpretation of the verse being memorized. The implication of this study shows that mastery in critical thinking must be impressed on the students of tahfiz schools through the methods of “al-fahm” in hafazan.
Keywords: Critical Thinking, Tahfiz Student, Tahfiz Cchool.
Scope of the Article: Perception and Semantic Interpretation