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CONSTRUCT OF MEASUREMENT OF NATIONAL COMMITMENT INDONESIAN INTEGRATED ISLAMIC SCHOOL EDUCATION STAFF Ridha, Achmad Rasyid; Kasori, K
Proceeding of International Conference of Islamic Education Vol. 1 (2023): Proceeding of International Conference of Islamic Education
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

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The study of national commitment is something abstract and subjective because it involves the affective domain, both ideological and psychological. It is necessary to create a measurement instrument to minimize the distance between research results and field realities. This study aims to produce valid and reliable instruments for measuring national commitment based on the constructs used in the preparation of dimensions and indicators. The discussion of national commitment in this text divides into (two) dimensions namely the dimension of commitment to the basis of the state; and the dimension of commitment to national sovereignty. The dimension of commitment to the state consists of 5 (five) indicators and the dimension of commitment to national sovereignty consists of 3 (three) indicators. The research subjects totaled 149 (one hundred 149) people. They are educators and educational staff of the Integrated Islamic School who are members of the Indonesian Integrated Islamic School Network (JSIT). This writing went through 3 (three) research stages including the initial stage in the form of literature study, the development stage and the presentation stage. The method used is a quantitative research method through field trials with measurement methods and in analysis using the Smart-PLS 3.3 application through reflective construction by confirmatory factor analysis (CFA). Based on the confirmatory factor analysis of the dimensions and indicators of national commitment, it is valid and reliable. All dimensions measured show results with a factor loading above 0.7. Each dimension and indicator is stated to be able to reflect and form the construct of national commitment. Therefore, the model for measuring national commitment can be accepted according to empirical data obtained from field trials. With a tool for measuring national commitment, it is hoped that prejude will be avoided with political nuances. National commitment must be defined honestly, not based on momentary political interests. It is hoped that this instrument for measuring national commitment can be used by any institution, especially formal education institutions, in assessing the level of national commitment of an employee, teacher or employee.

Pentingnya Asesmen Dalam Menyusun Program Pembelajaran Di Sekolah Inklusi SD Al Firdaus Surakarta Novenna Citrasari Muria Wijaya; Achmad Rasyid Ridha
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/k2sy4550

Education in inclusive schools has its own characteristics that distinguish it from regular schools. In inclusive schools, diverse students both regular students and children with special needs—learn together in the same environment. This condition requires teachers to have adaptive learning strategies so that all students can be served well. Therefore, assessment is a crucial step that must be taken, because through assessment, teachers can understand the needs, potential, and learning obstacles of each child. This is in line with the practices implemented at Al Firdaus Elementary School, Surakarta, as one of the inclusive schools that consistently develops equality-based educational services. This study used a descriptive qualitative approach with observation and interview methods. The research subjects included the Inclusion Coordinator, Class Teachers, and Special Assistant Teachers (GPK) at Al Firdaus Elementary School, Surakarta. The results show that assessment is a fundamental aspect in developing learning programs. Through assessment, teachers can design learning activities that are appropriate to the needs of each child, so that learning can be optimally enjoyed by all students, both regular and special needs. Assessments at Al Firdaus Elementary School in Surakarta are conducted twice a year, at the beginning of the new school year and at the beginning of each semester. Assessment results serve a dual purpose: as a guideline for identifying a child's disability and as a basis for developing a Smart Plan for each semester. Thus, assessments serve not only as a measuring tool but also as a key foundation for designing inclusive, adaptive, and equitable learning programs. Abstrak Pendidikan di sekolah inklusi memiliki karakteristik tersendiri yang membedakannya dengan sekolah reguler. Di sekolah inklusi, peserta didik yang beragam—baik siswa reguler maupun anak berkebutuhan khusus—belajar bersama dalam satu lingkungan yang sama. Kondisi ini menuntut guru untuk memiliki strategi pembelajaran yang adaptif agar semua siswa dapat terlayani dengan baik. Oleh karena itu, asesmen menjadi langkah penting yang harus dilakukan, karena melalui asesmen guru dapat memahami kebutuhan, potensi, serta hambatan belajar masing-masing anak. Hal ini sejalan dengan praktik yang diterapkan di SD Al Firdaus Surakarta sebagai salah satu sekolah inklusi yang konsisten mengembangkan layanan pendidikan berbasis kesetaraan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode observasi dan wawancara. Subjek penelitian meliputi Koordinator Inklusi, Guru Kelas, dan Guru Pendamping Khusus (GPK) di SD Al Firdaus Surakarta. Hasil penelitian menunjukkan bahwa asesmen menjadi aspek fundamental dalam penyusunan program pembelajaran. Melalui asesmen, guru dapat merancang kegiatan belajar yang sesuai dengan kebutuhan setiap anak, sehingga pembelajaran dapat dinikmati secara optimal oleh seluruh siswa, baik reguler maupun berkebutuhan khusus. Asesmen di SD Al Firdaus Surakarta dilakukan dua kali dalam setahun, yaitu pada awal tahun ajaran baru dan awal semester. Hasil asesmen berfungsi ganda: sebagai pedoman untuk mengidentifikasi jenis disabilitas yang dimiliki anak, sekaligus sebagai dasar penyusunan Smartplan pembelajaran untuk setiap semester. Dengan demikian, asesmen tidak hanya berperan sebagai alat ukur, tetapi juga menjadi fondasi utama dalam merancang program pembelajaran yang inklusif, adaptif, dan berkeadilan.

Penilaian Formatif Dalam Kurikulm Merdeka Pada Pembelajaran Pendidikan Agama Islam Di Kelas IV Madrasah Ibtidaiyah Tempursar Sambi Nur Fitria Anggraini; Achmad Rasyid Ridha
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/4v71kp96

This research was conducted as an effort to measure and improve students' understanding and skills in Islamic Religious Education (PAI) through formative assessment practices. In the context of the Independent Curriculum, formative assessment is considered crucial because it provides a realistic picture of student learning progress, enabling more effective and focused learning. The Independent Curriculum itself was designed to address the challenges of the 5.0 era, which demands that the younger generation excel not only academically but also possess creativity, social skills, and good character. This research employed qualitative methods with direct data collection in the field, specifically at MI Tempursari. The formative assessment process employed the Index Card Match method and Focus Group Discussions (FGDs) as the primary instruments. The assessment focused on three aspects: knowledge, activeness, and social skills, with the main learning topic being the reasons for the Prophet Muhammad's migration (migration). The study subjects consisted of six fourth-grade students at MI Tempursari, selected as a sample. The data analysis results indicate that the implementation of formative assessment in Islamic Religious Education (PAI) learning based on the Independent Curriculum at MI Tempursari has been successful. Teachers successfully integrated a variety of evaluation instruments, enabling students not only to cognitively understand the material but also to demonstrate positive development in terms of learning engagement and social attitudes. Thus, this study confirms that formative assessment can be a strategic tool for improving the quality of Islamic Religious Education (PAI) learning while simultaneously building an adaptive and meaningful educational ecosystem. Abstrak Penelitian ini dilaksanakan sebagai upaya untuk mengukur sekaligus meningkatkan pemahaman dan keterampilan siswa dalam mata pelajaran Pendidikan Agama Islam (PAI) melalui praktik asesmen formatif. Dalam konteks Kurikulum Merdeka, asesmen formatif dipandang penting karena mampu memberikan gambaran nyata mengenai perkembangan belajar siswa, sehingga pembelajaran dapat berlangsung lebih efektif dan terarah. Kurikulum Merdeka sendiri disusun untuk menjawab tantangan masyarakat era 5.0 yang menuntut generasi muda agar tidak hanya unggul secara akademis, tetapi juga memiliki kreativitas, keterampilan sosial, dan karakter yang baik. Penelitian ini menggunakan metode kualitatif dengan pengumpulan data langsung di lapangan, tepatnya di MI Tempursari. Proses asesmen formatif dilakukan dengan menerapkan metode Index Card Match dan Focus Group Discussion (FGD) sebagai instrumen utama. Penilaian difokuskan pada tiga aspek, yaitu pengetahuan, keaktifan, dan sosial, dengan materi pokok pembelajaran mengenai sebab-sebab hijrahnya Nabi Muhammad SAW. Subjek penelitian terdiri dari enam siswa kelas IV MI Tempursari yang dipilih sebagai sampel. Hasil analisis data menunjukkan bahwa penerapan penilaian formatif dalam pembelajaran PAI berbasis Kurikulum Merdeka di MI Tempursari telah terlaksana dengan baik. Guru berhasil mengintegrasikan instrumen evaluasi yang variatif sehingga siswa tidak hanya mampu memahami materi secara kognitif, tetapi juga menunjukkan perkembangan positif dalam hal keaktifan belajar serta sikap sosial. Dengan demikian, penelitian ini menegaskan bahwa asesmen formatif dapat menjadi sarana strategis untuk meningkatkan mutu pembelajaran PAI sekaligus membangun ekosistem pendidikan yang adaptif dan bermakna.

Dampak Game Online Terhadap Perkembangan Emosi Dan Motivasi Belajar Siswa MIN 2 Sukoharjo Rudiyanto; Achmad Rasyid Ridha
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2024): Pendidikan Agama Islam
Publisher : 4

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Abstract The study aims to find out how online gaming affects the development of emotional and social attitudes of students of MIN 2 Sukoharjo. The method uses a qualitative approach to case studies. The target of the study is a primary school (MI) student who plays online games for ten children. Data collection in this study used observations, over three days and interviews. Based on the results of interviews and observations the researchers performed on ten primary school-age (MI) children who used online games, the scientists found both positive and negative influences. When it comes to the negative influence of online games on the development of children's emotions, children are more angry, more aggressive and less in interacting with the people around them. While the positive influence among others children become intelligent to technological developments, children also understand various applications and learn new foreign language vocabulary. Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh game online terhadap perkembangan emosi dan sikap sosial siswa MIN 2 Sukoharjo. Metode menggunakan pendekatan kualitatif studi kasus. Sasaran penelitian ini adalah siswa yang berusia sekolah dasar (MI) yang bermain game online berjumlah sepuluh anak. Pengumpulan data dalam penelitian ini menggunakan observasi, selama tiga hari dan wawancara. Berdasarkan hasil wawancara dan observasi, peneliti melakukan pada sepuluh anak usia sekolah dasar (MI) yang menggunakan game online, peneliti menemukan pengaruh positif dan negatif. Adapun pengaruh negatif dari game online terhadap perkembangan emosi anak diantaranya yaitu anak mudah marah, lebih agresif dan kurang dalam berinteraksi dengan orang-orang sekitar mereka. Sedangkan pengaruh positif tersebut antara lain anak menjadi melek terhadap perkembangan teknologi, anak juga memahami berbagai aplikasi dan mengenal kosakata baru bahasa asing.

Pembelajaran Pendidikan Agama Islam Ranah Afektif Mata Pelajaran Akidah Akhlak Di Madrasah Ibtidaiyah Amanah Ummah Masaran Muhammad Ilyas; Achmad Rasyid Ridha
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2024): Pendidikan Agama Islam
Publisher : 4

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Faith (Aqidah) and morality (Akhlaq) are the essence of Islamic law (Shari'a). Aqidah is the foundation and basis of faith, while Akhlaq is the manifestation of faith in behavior or righteous deeds. Noble character was the primary mission of the Prophet Muhammad. In several verses of the Quran, faith and righteous deeds are often mentioned together. The main challenge in development is human development (human resource development), alongside natural resource development. High-quality human resources are not solely characterized by intelligence and skills; equally important are attitudes and mental disposition. The demand for the development of an evaluation system is increasingly strong in the group of subjects related to Religious Education and Noble Character (without disregarding the importance of other subject groups). This article aims to examine the extent to which the implementation of affective domain evaluation in Aqidah Akhlaq learning at MI Amanah Ummah Masaran applies the affective domain to measure students' attitudes towards Aqidah Akhlaq subjects based on affective domains. Abstrak Akidah dan akhlak merupakan substansi syariat Islam. Akidah merupakan fondasi dan dasar-dasar keimanan, Akhlak merupakan manifestasi keimanan dalam perilaku atau amal shalih. Akhlak yang mulia adalah misi utama Rasulullah. Iman dan amal salih dalam sejumlah ayat dalam Al Quran sering dikemukakan secara beriringan. Tantangan pembangunan yang utama adalah pembangunan manusia (pengembangan sumber daya manusia) di samping sumber daya alam. SDM yang berkualitas tidak semata-mata dalam bentuk dimilikinya kecerdasan dan keterampilan melainkan yang tidak kalah pentingnya adalah sikap dan mental. Tuntutan pengembangan sistem evaluasi semakin menguat pada kelompok mata pelajaran Pendidikan Agama dan Akhlak Mulia (tidak berarti pada kelompok mata pelajaran yang lain tidak ditekankan). Artikel ini bertujun untuk melihat sejauh mana Implementasi evaluasi ranah afektif dalam pembelajaran akidah akhlak di MI Amanah Ummah Masaran adalah menerapkan domain ranah afektif untuk mengukur sikap siswa terhadap mata pelajaran akidah akhlak yang didasarkan pada domain-domain afektif.

Evaluasi Program Pendidikan Karakter Di Pondok Pesantren Bilal Bin Rabah Fitri Ariyanto; Achmad Rasyid Ridha
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2024): Pendidikan Agama Islam
Publisher : 4

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This research aims to evaluate the implementation of character education at Pondok Pesantren Bilal bin Rabah Sukoharjo. The study aims to understand how the character education program at Bilal bin Rabah Sukoharjo is evaluated. This research uses descriptive research methods with a qualitative approach. The data collection technique used in this study is interviews. The research was conducted at Bilal bin Rabah Sukoharjo. The results of the study indicate that the evaluation of the character education program at Bilal bin Rabah Islamic boarding school includes: using attendance frequency indicators (checklists), notes from direct observations by the boarding school management, examinations by the boarding school division related to character material, and communication and cooperation with the students' guardians. Abstrak Penelitian ini mencoba mengevaluasi implementasi pendidikan karakter di Pondok Pesantren Bilal bin Rabah Sukoharjo. Penelitian ini bertujuan untuk mengetahui bagaimana evaluasi program pendidikan karakter di Bilal bin Rabah Sukoharjo. Penelitian ini menggunakan metode penelitian deskriptif dengan pendekatan kualitatif. Adapun teknik pengumpulan data pada penelitian ini yaitu wawancara. Penelitian ini dilakukan di Bilal bin Rabah Sukoharjo. Hasil penelitian menunjukkan bahwa Evaluasi mengenai program pendidikan karakter di pondok pesantren Bilal bin Rabah antara lain: menggunakan indikator frekuensi kehadiran (checklist), Catatan dari pengamatan langsung dari pihak kesantrian, Ujian dari bagian kesantrian terkait materi seputar karakter, komunikasi dan kerjasama dengan wali santri.

Menilai Keberhasilan Program Tahfidz Al-Qur’an Di Taman Kanak-Kanak (TK) Harapan Bunda Kadibolo Wedi Klaten Achmad Rasyid Ridha; Ismail Triyanto
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/g7ap1z56

Abstract The purpose of this study was to determine how the evaluation system implemented by Harapan Bunda Kindergarten Kadibolo Wedi Klaten in realizing the success of the Al-Qur'an memorization program. This study used a qualitative approach with field research methods, where data were obtained through direct observation, interviews with the principal, and documentation. The data analysis process was carried out through a reduction stage to filter relevant information, then the data was displayed and analyzed to obtain valid conclusions. The results of the study indicate that Harapan Bunda Kindergarten has implemented an effective evaluation system, so that it can be used as a basis for formulating policies for the development of the tahfidz program at the institution. Evaluations were carried out in a variety of ways, including daily, weekly, and monthly assessments, both for old memorization (muroja'ah) and new memorization (hifdul jadid). This diverse evaluation method makes students more motivated and does not feel bored in participating in the tahfidz learning process. In addition, the evaluation results also show significant progress, where in each class there are several students who are able to exceed the set memorization targets. This demonstrates that the evaluation system implemented not only measures memorization achievement but also serves as a motivator for children to learn. Therefore, the implementation of evaluation at Harapan Bunda Kindergarten, Kadibolo Wedi, Klaten, can be said to be successful in supporting the goals of the tahfidz program and simultaneously fostering a generation of Quranic students from an early age. Abstrak Tujuan penelitian ini adalah untuk mengetahui bagaimana sistem evaluasi yang diterapkan oleh Taman Kanak-Kanak Harapan Bunda Kadibolo Wedi Klaten dalam mewujudkan keberhasilan program tahfidz Al-Qur’an. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian lapangan, di mana data diperoleh melalui observasi langsung, wawancara dengan kepala sekolah, serta dokumentasi. Proses analisis data dilakukan melalui tahap reduksi untuk menyaring informasi yang relevan, kemudian data ditampilkan (display) dan dianalisis hingga diperoleh kesimpulan yang valid. Hasil penelitian menunjukkan bahwa TK Harapan Bunda telah melaksanakan sistem evaluasi yang efektif, sehingga dapat dijadikan landasan dalam merumuskan kebijakan untuk pengembangan program tahfidz di lembaga tersebut. Evaluasi dilakukan secara variatif, mencakup penilaian harian, mingguan, dan bulanan, baik pada hafalan lama (muroja’ah) maupun hafalan baru (hifdul jadid). Metode evaluasi yang beragam ini membuat peserta didik lebih termotivasi dan tidak merasa jenuh dalam mengikuti proses pembelajaran tahfidz. Selain itu, hasil evaluasi juga menunjukkan adanya perkembangan signifikan, di mana dalam setiap kelas terdapat beberapa peserta didik yang mampu melampaui target hafalan yang telah ditetapkan. Hal ini membuktikan bahwa sistem evaluasi yang dijalankan tidak hanya mampu mengukur pencapaian hafalan, tetapi juga berfungsi sebagai pendorong semangat belajar bagi anak-anak. Dengan demikian, penerapan evaluasi di TK Harapan Bunda Kadibolo Wedi Klaten dapat dikatakan berhasil dalam mendukung tujuan program tahfidz, sekaligus melahirkan generasi Qur’ani sejak usia dini.

Evaluasi Kinerja Guru PAI Dalam Mengimplementasikan Kurikulum Merdeka Di SDIT Ar Risalah Wonosari Klaten Achmad Rasyid Ridha; Arbety Wulantika
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/dm2twb72

This study aims to evaluate the performance of Islamic Religious Education (PAI) Teachers in implementing the Independent Curriculum at SDIT Ar Risalah Wonosari, Klaten. The Independent Curriculum emphasizes student-centered learning, character building, and the development of Pancasila student profiles. This study uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. Informants in this study included the Principal, PAI Teachers, and several students and parents as data triangulation. The results of the study indicate that PAI Teachers at SDIT Ar Risalah have implemented the Independent Curriculum in stages by innovating in learning methods, utilizing Pancasila student profile strengthening projects, and integrating Islamic values into learning activities. However, several obstacles were still found, such as limited in-depth understanding of the Independent Curriculum concept and limited technical training. Overall, the performance of PAI Teachers is considered quite good, but there needs to be ongoing assistance and increased competence so that the implementation of the curriculum can run more optimally and effectively. Abstrak Penelitian ini bertujuan untuk mengevaluasi kinerja Guru Pendidikan Agama Islam (PAI) dalam mengimplementasikan Kurikulum Merdeka di SDIT Ar Risalah Wonosari, Klaten. Kurikulum Merdeka menekankan pada pembelajaran yang berpusat pada peserta didik, penguatan karakter, serta pengembangan profil pelajar Pancasila. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi. Informan dalam penelitian ini meliputi Kepala Sekolah, Guru PAI, serta beberapa siswa dan orang tua sebagai triangulasi data. Hasil penelitian menunjukkan bahwa Guru PAI di SDIT Ar Risalah telah mengimplementasikan Kurikulum Merdeka secara bertahap dengan melakukan inovasi dalam metode pembelajaran, pemanfaatan proyek penguatan profil pelajar Pancasila, serta integrasi nilai-nilai keislaman dalam aktivitas belajar. Namun, masih ditemukan beberapa kendala, seperti keterbatasan pemahaman mendalam terhadap konsep Kurikulum Merdeka dan keterbatasan pelatihan teknis. Secara keseluruhan, kinerja Guru PAI dinilai cukup baik, namun perlu adanya pendampingan berkelanjutan dan peningkatan kompetensi agar implementasi kurikulum dapat berjalan lebih optimal dan efektif.

Implementasi Pembelajaran Kitab Ta’zimul Ilmi dalam Meningkatkan Minat Belajar Mahasantri Ma’had Aly Jajar Surakarta Ridha, Achmad Rasyid; Winarno, Andhika Sarfatra; Ghafur, Okta Abdul; Ardianto, Risko Aris; Slamet, Slamet
TSAQOFAH Vol 4 No 6 (2024): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v4i6.3934

The blessing of knowledge begins with the interest of a student. The greater the interest, the greater the attention to the manners of seeking knowledge. The Ta'zimul Ilmi book is a book that discusses 20 manners in seeking knowledge and is accompanied by examples of the interests, enthusiasm, and manners of previous scholars. Learning the Ta'zimul Ilmi book at Ma'had Aly Jajar Surakarta is the Ma'had's way of increasing the interest of its students in learning. This study aims to determine the extent to which the implementation of learning the Ta'zimul Ilmi book has increased the interest of students in learning. The research method used is a descriptive qualitative research approach. This study was located at Ma'had Aly Jajar Surakarta. The main data sources were the principal, teachers, and students. Data collection was carried out by means of observation, interviews, and documentation. The researcher used triangulation to check the validity of the data. The research data collected were then analyzed using data analysis techniques, namely, data reduction techniques, data presentation, and drawing conclusions. After being observed and researched, it was found that learning with the book could boost the interest of students in learning. In fact, this learning can provide students with a deep understanding of the importance of seeking knowledge and the manners in achieving it.

Analisis Hubungan antara Penguasaan Ushul Fiqh dan Tingkat Pemahaman Materi Fiqh di Semester VII Ma’had Aly Imam Bukhari Ridha, Achmad Rasyid; Haerullah, Haerullah; Rahadi, Rahmad; Saepudin, Ade; Nasron, Mohammad Alif; Rahmahadikusuma, Raditya
TSAQOFAH Vol 4 No 6 (2024): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v4i6.3972

This study was conducted to analyze the relationship between the mastery of Ushul Fiqh and the level of understanding of Fiqh among seventh-semester students at Ma’had Aly Imam Bukhari. Ushul Fiqh is a crucial discipline in Islamic law studies, as it serves as a foundation for understanding and applying Islamic legal rulings. Therefore, the aim of this research is to determine whether mastery of Ushul Fiqh significantly contributes to a deeper understanding of Fiqh. This research uses a qualitative method with a descriptive approach. Data was collected through in-depth interviews with several seventh-semester students studying both Fiqh and Ushul Fiqh. Thematic analysis was used to explore the relationship between mastery of Ushul Fiqh and the understanding of Fiqh. The results show a significant relationship between the mastery of Ushul Fiqh and the understanding of Fiqh. Students with a strong grasp of Ushul Fiqh were able to understand Fiqh terms more easily and had better analytical skills in evaluating various scholarly opinions. In conclusion, the mastery of Ushul Fiqh positively contributes to a better understanding of Fiqh. Thus, improving the teaching of Ushul Fiqh is expected to enhance students' comprehension of Fiqh and improve the quality of Islamic education in academic institutions.

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