Integrating Inquiry-Based Learning into Fiqh Education to Enhance Conceptual Understanding Among Indonesian Elementary Madrasah Students
DOI:
https://doi.org/10.37812/fikroh.v18i3.2118Keywords:
Inquiry Based Learning, Fiqh Education, Conceptual Understanding, Madrasah IbtidaiyahAbstract
Fiqh learning in Madrasah Ibtidaiyah often still focuses on memorizing laws and arguments without encouraging deep conceptual understanding. This condition shows the need for an innovative approach that can foster understanding and religious character simultaneously. This study aims to analyze the integration of the Inquiry-Based Learning (IBL) model in Fiqh learning to improve the conceptual understanding and Qur'anic values of Madrasah Ibtidaiyah students. The research used a descriptive qualitative approach with a case study design, involving one Fiqh teacher and ten fifth-grade students at an elementary madrasah in Karawang. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman's interactive model through data reduction, presentation, and verification. The results showed that the application of the IBL model increased active participation, critical thinking skills, and students' cognitive understanding of Fikih laws. In addition, the inquiry process played an important role in shaping religious characters such as amanah (intellectual honesty), ?abr (perseverance in learning), and istiq?mah (consistency in effort). This study concludes that the integration of IBL is relevant to the direction of the Merdeka Curriculum and can be used as an innovative pedagogical strategy in basic Islamic education. These findings contribute to the development of a learning model that is in line with the objectives of Islamic education, namely to shape students who are knowledgeable ('?lim), moral (akhlaqiyy), and critical thinkers (dh? ba??rah).
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