<![CDATA[This study developed and evaluated a Shafi'i turath-based module for worship and morality learning through a pedagogical tahqiq approach. The primary methodological framework was educational product development through research and development and design-based research, organized through a sequential exploratory mixed-methods logic. Qualitative textual analysis guided reconstruction of selected passages from Fath al-Qarib al-Mujib and Bidayat al-Hidayah through transcription, academic translation, glossary construction, pedagogical annotation, concept mapping, contextual cases, projects, and reflective activities, while quantitative classroom evaluation used a quasi-experimental pretest-posttest comparison-group structure. The classroom evaluation involved 63 students, comprising 32 students in the experimental class and 31 in the comparison class, over five meetings of 2 x 45 minutes. The module achieved high to very high validity (Aiken's V = 0.86-0.95) and was rated very practical by teachers (88.73%) and students (87.95%). Experimental-class achievement increased from 61.84 to 84.31, with an N-Gain of 0.59 compared with 0.34 in the comparison class; the between-group test yielded t = 5.89, p < .001, and Cohen's d = 1.48. In the experimental class, religious moderation, environmental awareness, and digital ethics showed pre-post mean increases of 0.52, 0.57, and 0.60 on a four-point scale. Because equivalent comparison measures were not collected for these attitudinal outcomes, these changes are interpreted as within-group improvements associated with implementation rather than causal effects. The findings support pedagogical tahqiq as a domain-specific design framework for transforming selected classical Shafi'i texts into authoritative and contextual learning resources for contemporary Islamic education.]]>
