Presently, the subject of Islamic Education requires educational transformation towards the development and application of the digital era. However, there are challenges and constraints in the context of the issue of interest in the subject of Islamic Education that still exist today, due to the tendency of teachers to adopt static and traditional teaching approaches with the aim of completing teaching based on the predetermined syllabus. Therefore, this becomes a barrier that can limit the implementation of critical thinking in teaching students (Muhammad Fauzan Mohd Dahlan & Hafizhah Zulkifli, 2020; Norliza Hussin, Mohamad Sattar Rasul, & Roseamnah Abd. Rauf., 2013). In addition, in today's digital era, there are still Islamic Education teachers (GPI) who are not proficient in mastering technology, resulting in dull, rigid, and static teaching.
Therefore, such teaching approaches need to be transformed using 21st-century skills (PAK-21) and fully utilizing technology to create a more active and conducive learning environment. However, there are still teachers who do not know or under-stand PAK-21 and the implementation methods of teaching and learning (PdPc) based on PAK-21 in their teaching practices (Noor Lela Ahmad et al., 2019; Huang, J. X. & Zanaton Ikhsan, 2019; Mashira Yahaya. Rusyati Hanafiah, Nor Sazila Zakaria, Rohana Osman, & Khairul Anuar Bahrin, 2019). This is due to the lack of knowledge among Islamic Education Teachers (GPI) regarding the appropriate implementation methods of PdPc in line with current mainstream trends, which can lead to ineffective teaching practices. Their research findings also identified several factors that need to be investigated regarding the long-standing teaching practices that have resulted in ineffective teaching practices.
In addition, the impact of the lack of knowledge among Islamic Education teachers (GPI) actually derives from practical problems, especially in terms of fostering and implementing critical thinking practices among teachers in schools. Based on this fact, there are several research issues discussed below. With the current era of globalization, teachers should possess critical thinking skills to assist in mastering PAK-21. As there are many issues surrounding the understanding and practice of teaching to enhance critical thinking in PdPc, as highlighted in (Huang, J. X. & Zanaton Ikhsan, 2019) study, teachers still need to improve their knowledge of the PAK-21 construct, particularly related to critical thinking and creativity.
The findings of this study are further reinforced by research of Nursafra Mohd Zhaffar (2017), which found that Islamic Education teachers (GPI) face several constraints in implementing and applying critical thinking in teaching to the fullest extent. Some of the common constraints include a lack of time for lesson preparation and critical thinking teaching processes, insufficient knowledge and skills of teachers, student attitudes, limited facilities, and a classroom environment that does not stimulate critical thinking among students in schools. All of these constraints require a more comprehensive solution to help ad-dress the issue quickly, improve the existing teaching system, and ultimately enhance progress and achievement in the education system.
In addition, at present, the curriculum is still exam-oriented, emphasizing only cognitive aspects, which causes Islamic Education teachers GPI to focus on completing the syllabus so that students can compete to pass exams. Moreover, Islamic Edu-cation teachers (GPI) nowadays have to follow the trend of "successful education assessment" based on exams, disregarding the teaching of thinking skills due to the pressure of a curriculum that excessively values intellectual height to measure the level of excellence among students (Amir Mohd Nason & Mohd Shukri Hanapi, 2019; Wan Hassan Wan Embong, 2014; Wan Hassan Wan Embong & Kamarul Azmi Jasmi, 2019).
The need to enhance 21st-century skills is an important aspect to highlight in to-day's education world. Its implementation is necessary to address the problem of the lack of ideas in developing critical thinking skills among Islamic Education teachers (GPI). Nursafra Mohd Zhaffara, Mohd Isa Hamzah, Khadijah Abd Razak and Wan Ali Akbar Wan Abdullah (2016) suggest that critical thinking and knowledge mastery can be achieved through the cultivation of knowledge. This is because a culture of thinking through knowledge cultivation is expected to make Islamic Education teachers (GPI) teaching with a critical thinking approach more effective. This statement is also reiterated in study by Siti Fatihah Osman, Wan Hassan Wan Embong & Muhammad Talhah Ajmain (2020), which states that Islamic Education teacher (GPI) needs to cultivate knowledge to make GPI teaching more critical. This is in line with Wan Mariana and Kamarul Shukri's (2020) study, which emphasizes that Islamic Education teachers (GPI) play a crucial role in fostering students' thinking skills toward achieving 21st-century skills. Therefore, more in-depth research is needed on this subject, as there is currently no specific study that conducts a more thorough and detailed investigation.
On the other hand, to ensure the goal of improving critical thinking practices in Islamic Education teachers (GPI) are more effective in teaching and facilitating (PdPc), a teacher needs to identify the problems and constraints faced when carrying out teaching tasks in school. This fact is supported by the study of Norazlin Mohd Rusdin and Siti Rahaimah Ali (2019), who found that time constraints, insufficient knowledge, and limited information and communication technology (ICT) facilities have made it difficult to fully implement 21st-century teaching and facilitating (PdPc). The findings of this study are also supported by Amiroh Abdol Rahman, Mohd Jasmy Abd Rahman, Siti Adilah Mohd. Alias, Noraina Ayu Roslan and Norkamaliah Daud (2018), who found that limited facilities, especially in rural areas, became a challenge to teachers. This has led many teachers to use teacher-centered methods compared to teachers in urban areas who use more challenging and student-centered teaching methods. Teachers also face constraints because not all students have mobile phones and computers at home (Amiroh Abdol Rahman et al., 2018; Green, K & Jax, C, 2011; Nadia Abdul Hamid & Jamalullail Abdul Wahab, 2027).
Therefore, the issue of improving critical thinking practices in Islamic Education teachers GPI currently faces a lack of knowledge in implementing critical thinking practices in teaching and learning in schools. As found in the study by Norfadelah Nordin & Ahmad Tijani Surajudeen (2015), the Islamic critical thinking model in teaching and facilitating (PdPc) enables GPI to develop the best teaching methods. Based on this model, teachers are able to fulfill their responsibilities as Islamic Education teachers (GPI) who contribute to the intellectual and social development of students to form a good personality. On the other hand, the study by Wan Mariana Wan Mohamad dan Kamarul Shukri Mat The (2020) found that the interaction model with Allah and nature in communication skills for PAK-21 PI is the best guide from the Quran to produce students as perfect human “insan kamil”. Therefore, based on the issues discussed, it is significant to develop a model of understanding and practice critical thinking in Islamic Education teachers (GPI) to enhance PAK-21 skills. The development of this model is expected to solve problems related to critical thinking. Thus, this study can be said to contribute to the field of knowledge in terms of theoretical knowledge and provide a solution to solve problems by developing a model of understanding and practice of critical thinking among Islamic Education teachers (GPI).
Therefore, this study is relevant to explore the understanding and practice of critical thinking among Islamic Education teachers (GPI) in order to enhance the much-needed PAK-21 skills in today's world. This study will also focus on how teaching aids and personal factors impact the practice of critical thinking among Islamic Education teachers (GPI) in enhancing PAK-21 skills. This qualitative study is expected to contribute to Islamic Education teachers (GPI) as a whole in upholding the professionalism of teaching to meet the aspirations of the Philosophy of Islamic Education and the Malaysia Education Blueprint (PPPM 2013–2025).