<![CDATA[This study aimed to reconceptualize learning fiqh through integration challenge pedagogical and innovation didactic in Islamic education. Research use approach qualitative with method studies case carried out at MTs Negeri 15 Ciamis, with subject research on fiqh teachers. Data is collected through semi- structured interviews, observation participatory, and study documentation, then analyzed using an interactive model that includes data reduction, data presentation, and data extraction conclusion. The research results indicate that fiqh learning in madrasahs develops adaptively through the application of teacher pedagogical sensitivity such as diagnostic assessments, differentiated instruction, and personalized approaches to address challenges related to the heterogeneity of student abilities, low motivation, and material complexity. Didactic innovations are realized through method variations (discussion, practice, simulation, icebreaking), contextualization of complex materials (such as inheritance and Hajj), and the utilization of simple media. Based on these findings, a Conceptual Transformation Model of Fiqh Learning was formulated to systematically integrate pedagogical sensitivity and didactic innovation. The implications of this study provide theoretical contributions to the development of a transformative and experience-based fiqh learning model, as well as practical implications for educators and policymakers in designing curricula, teacher digital training, and authentic evaluation in Islamic education.]]>
