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All Journal Jurnal Al-Tadzkiyyah IHSAN : Jurnal Pendidikan Islam
Musonif, Irfan
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Humanities Education Languange, Linguistic, Communication & Media Other

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Integrating Multiple Intelligences in Problem-Solving Approaches to Enhance Fiqh Learning for Middle School Students Musonif, Irfan; Mahin Anas Romadona; Minan Ainur Fatah; Muhammad Fakhriz Zaman; Azis, Donny Khoirul; Nasrin, Samina
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 1 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i1.30145

Abstract

This study examines the implementation of multiple intelligences (MI)-based problem-solving strategies in Fiqh learning for Grade VII students at MTs Ma’arif Rakit Banjarnegara. The research responds to a persistent epistemological gap in Islamic pedagogy, where conventional Fiqh instruction emphasizes textual memorization and deductive reasoning at the expense of student engagement and critical reflection. Such practices constrain students’ capacity to relate Islamic jurisprudence to contemporary moral and social realities. Adopting a qualitative descriptive design informed by an interpretivist approach, data were collected through interviews, classroom observations, and document analysis. The findings reveal that MI-based problem-solving transforms learning processes by positioning students as active interpreters of religious meaning. Learning unfolded through four interrelated stages problem identification, argument analysis, practical application, and reflective evaluation each aligned with distinct domains of intelligence such as linguistic, logical, kinesthetic, and interpersonal. Thematic coding and triangulated validation indicated consistent patterns of increased participation, dialogical reasoning, and spiritual self-awareness across learning contexts. Analytically, the study advances an interpretive model of constructivist Islamic pedagogy, demonstrating how the integration of MI and problem-solving can reconfigure epistemic practices in Fiqh learning. This model contributes new insight into how differentiated intelligence frameworks can operationalize reflective, value-oriented learning consistent with the transformative aims of the Merdeka Curriculum.
Beyond Binary Opposition: Reconfiguring Islamic Responses to Western Modernity through Resistance, Adaptation, and Post-Secular Synthesis Musonif, Irfan; Muhamad Ibnu Athoillah; Binti Khuzaemah; Syifa Salsabila; Kholid Mawardi
IHSAN : Jurnal Pendidikan Islam Vol. 4 No. 2 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/ihsan.v4i2.5524

Abstract

The relationship between Islam and Western modernity has frequently been framed within a binary opposition between acceptance and rejection, limiting a nuanced understanding of its complexity. This study reconceptualizes Islamic responses as a dynamic and processual configuration encompassing resistance, adaptation, and post-secular synthesis. Employing a qualitative interpretive approach, this research utilizes reflexive thematic analysis of contemporary academic literature (2020-2025) to identify latent patterns in the discourse on Islam and modernity. The findings indicate that resistance operates as an epistemological critique of Western modernity, while adaptation reflects selective and strategic engagement with modern institutional and technological structures. More significantly, the study identifies an emergent post-secular synthesis in which Islamic values and modern rationality are integrated, generating hybrid epistemic and socio-cultural formations. Unlike prior studies that examine Islamic responses in fragmented domains, this research integrates ideological, institutional, and epistemological dimensions within a unified analytical framework. In doing so, it bridges modernization theory, multiple modernities, and post-secularism into a coherent conceptual model. The study contributes by shifting the analytical paradigm from binary categorization to a dialectical and process-oriented perspective. These findings provide a theoretical foundation for future empirical research to examine how such configurations manifest across diverse socio-cultural contexts.
Co-Authors Binti Khuzaemah Donny Khoirul Azis, Donny Khoirul Kholid Mawardi Mahin Anas Romadona Minan Ainur Fatah Muhamad Ibnu Athoillah Muhammad Fakhriz Zaman Nasrin, Samina SYIFA SALSABILA