Analysis Of Program Based Learning In Fiqh Subject: Concept And Implementation In Learning
DOI:
https://doi.org/10.37812/fikroh.v19i1.2282Keywords:
Analysis, Program Based Learning, Active Learning, MTs FiqhAbstract
This study aims to analyze the application of the Problem-Based Learning (PBL) model in Fiqh subjects at MTs Muhammadiyah Blimbing, focusing on both conceptual frameworks and practical implementation. The research employs a qualitative descriptive approach. Data sources were gathered through direct classroom observations, in-depth interviews with Fiqh teachers and students, and documentation of lesson plans and assessments. The analysis focuses on three primary stages: planning, implementation, and evaluation of the problem-based learning process. The results indicate that the integration of PBL in Fiqh instruction significantly enhances student engagement, critical thinking skills, and contextual understanding of Islamic legal materials. In this model, teachers transition from traditional lecturers to facilitators, guiding students as they identify real-world problems, engage in collaborative discussions, and derive solutions based on Sharia postulates. Despite facing challenges such as time constraints and varying levels of student participation, the PBL model is generally deemed effective and highly relevant for the Madrasah Tsanawiyah level. The implications of this research suggest that PBL serves as a strategic alternative to shift Fiqh education from rote memorization to a more functional and applied learning experience. It is recommended that educational institutions provide ongoing professional development for teachers to refine time management and group facilitation techniques, ensuring the optimal success of the PBL model in Islamic education settings.
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