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All Journal ATTARBIYAH: Journal of Islamic Culture and Education
Mahin Anas Ramadona
Universitas Islam Negeri Prof. KH. Saifuddin Zuhri Purwokerto, Indonesia
Religion Education

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Integrative inclusive problem based fiqh learning for contextual understanding and epistemic engagement Irfan Musonif; Aisyah Puan Maharani; Mahin Anas Ramadona; Saifudin Saifudin; Rohman Hakim
ATTARBIYAH: Journal of Islamic Culture and Education Vol. 11 No. 1 (2026): Attarbiyah: Journal of Islamic Culture and Education
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/attarbiyah.v11i1.63-81

Abstract

The dominance of text-centered and normative pedagogies in Islamic religious education often limits students' ability to engage critically, contextually, and inclusively with fiqh learning. This study examines how an integrative–inclusive problem-based learning model can transform fiqh learning toward more contextual and interpretive engagement. Using a qualitative case study design, the research was conducted in an eleventh-grade classroom at a Madrasah Aliyah in Indonesia from January to February 2026, involving one teacher and 32 students. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using reflexive thematic analysis. The findings reveal that fiqh learning exists within a transitional space where normative transmission coexists with emerging contextual approaches. Problem-based learning increases student engagement and supports contextual reasoning, although its implementation remains situational rather than systematically embedded. The study also identifies a gap between procedural and epistemic inclusion, indicating that classroom participation does not necessarily ensure equitable knowledge construction. Furthermore, epistemic tension between normative legalism and contextual meaning-making emerges as a productive aspect of learning. This study contributes to Islamic education discourse by introducing the concepts of closed epistemic structures, situated pedagogical innovation, and productive epistemic friction as frameworks for reflective and context-responsive fiqh learning.
Co-Authors Aisyah Puan Maharani Irfan Musonif Rohman Hakim Saifudin Saifudin