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This Author published in this journals
All Journal Bulletin of Pedagogical Research Assyfa Journal of Islamic Studies
Fatqur Rohim
Universitas Ma’arif Lampung, Indonesia
Religion Education Social Sciences Other

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Diametral Methodology: A Biographical Narrative of a PAI Teacher’s Shift from Fundamentalism to Pluralism in Aqidah Teaching Siti Roudhotul Jannah; Fatqur Rohim; Wahyu Eko Purwanto; Idris Efendi; Wahyu Dewi Utari
Bulletin of Pedagogical Research Vol. 5 No. 3 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i3.2019

Abstract

Education (PAI) teacher who experiences a profound methodological and ideological transformation from fundamentalism to pluralism in the context of aqeedah teaching. The transformation is examined through the framework of diametral methodology, a narrative research approach that situates opposing ideological poles as a dialectical space for understanding how epistemic, spiritual, and pedagogical changes unfold across time. By reading the teacher’s life history through this diametral lens, the study seeks to reveal the dynamic processes that shape pedagogical orientation, identity formation, and instructional decisionmaking in Islamic education. The data for this study are fictional yet academically grounded, constructed through a triangulation of literature on religious moderation, critical pedagogy, transformative learning theory, and the sociocultural experiences of Islamic education teachers in Indonesia. This approach enables the narrative to remain analytically rigorous while presenting a realistic and contextually rich portrayal of a teacher’s ideological journey. The findings illustrate that the teacher’s shift toward pluralism does not emerge abruptly; instead, it develops gradually through a series of existentialreflective crises, interfaith dialogues, exposure to diverse theological discourses, and increasing engagement with contemporary educational paradigms that emphasize inclusivity and human dignity.
Contextual Teaching and Learning (CTL) as a Strategic Driver for Student Engagement in Fiqh Education Fatqur Rohim; Sunarto Sunarto; Dedi Setiawan
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.972

Abstract

This research is motivated by the low level of student learning motivation in Fiqh subjects, characterized by minimal active participation and suboptimal learning outcomes. This study aims to analyze the strategies of Fiqh teachers in implementing the Contextual Teaching and Learning (CTL) model, identify supporting and inhibiting factors, and analyze its impact on student learning motivation at MTsN 1 Mesuji. This study employs a qualitative approach with a field research design, selecting informants through purposive sampling, including Fiqh teachers, the vice-principal for curriculum, and students. Data collection techniques included structured interviews, participant observation, and documentation, and the data were analyzed using the Miles and Huberman interactive model. The results show that Fiqh teachers' strategies for implementing CTL are carried out systematically through planning, implementation, and evaluation, integrating the principles of constructivism, inquiry, learning community, modeling, and authentic assessment. The implementation of CTL proved effective in enhancing student learning motivation, evidenced by increased activeness in discussions, willingness to ask questions, and enthusiasm in learning practices, alongside a significant increase in average test scores exceeding the minimum mastery criteria. The main supporting factors include madrasah policies and student enthusiasm, while inhibiting factors include time constraints and large class sizes. In conclusion, the CTL model serves as an effective strategic driver for increasing student engagement and learning motivation in Fiqh education.
Co-Authors Dedi Setiawan Idris Efendi Siti Roudhotul Jannah Sunarto Sunarto Wahyu Dewi Utari Wahyu Eko Purwanto