The Relevance of the Double Movement Concept in Developing Critical Thinking Skills in 21st Century Islamic Education

Abstract

The development of critical thinking skills has become an essential requirement in 21st-century Islamic education, particularly in responding to complex social changes, rapid technological development, and global challenges. However, Islamic education is still often characterized by textual, memorization-oriented, and teacher-centered learning practices that provide limited opportunities for students to engage in analysis, reflection, and contextual problem solving. This study aims to examine the relevance of Fazlur Rahman’s Double Movement concept in developing students’ critical thinking skills within the context of 21st-century Islamic education. This study employed a qualitative approach using a literature review method. Data were collected through documentation of Fazlur Rahman’s writings and relevant scholarly sources, including books, journal articles, and other academic documents. The collected data were analyzed using content analysis to identify relevant meanings, patterns, and ideas systematically. The findings indicate that the Double Movement concept provides a relevant methodological and pedagogical foundation for developing critical thinking. The first movement encourages students to analyze Qur’anic texts by considering their historical, social, and cultural contexts, while the second movement encourages them to identify universal values and apply them to contemporary realities. These processes strengthen students’ abilities in analysis, evaluation, reflection, synthesis, and rational argumentation. The implication is that integrating Double Movement into Islamic education can support a more reflective, dialogical, contextual, and adaptive learning process, positioning students not merely as recipients of religious knowledge but as active intellectual subjects capable of responding critically to contemporary challenges.