THE IMPLEMENTATION OF 4C LEARNING (CRITICAL THINKING, CREATIVITY, COLLABORATION, AND COMMUNICATION) IN ISLAMIC RELIGIOUS EDUCATION FOR FIFTH-GRADE STUDENTS AT SDN 05 SINTANG
DOI:
https://doi.org/10.5281/zenodo.21615108Keywords:
4C Learning, Critical Thinking, Creativity, Collaboration, Communication, Islamic Religious Education, Qualitative ResearchAbstract
The 21st-century learning paradigm emphasizes the development of four essential competencies known as the 4C skills: Critical Thinking, Creativity, Collaboration, and Communication. These competencies are considered fundamental for preparing students to face increasingly complex educational and social challenges. This study aims to analyze the influence of implementing the 4C learning approach in Islamic Religious Education (PAI) for fifth-grade students at SDN 05 Sintang, with particular attention to changes in the learning process. This research employed a qualitative approach using classroom observations, interviews with teachers and students, and documentation as data collection techniques. The collected data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the 4C approach positively transformed the learning process. Students became more active in discussions, demonstrated improved critical thinking when analyzing Islamic values, expressed creative ideas through group projects, collaborated effectively in solving problems, and communicated their opinions with greater confidence. The study concludes that integrating the 4C learning model into Islamic Religious Education contributes significantly to creating a more interactive, student-centered, and meaningful learning environment.
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