Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Jurnal Iman dan Spiritualitas Journal of Innovation and Research in Primary Education
Rizal Nurzain
UIN Sunan Gunung Djati Bandung
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Reconceptualizing Traditional Ablution Instruction: CTL and TPACK Integration in Fiqh Curriculum Under Kurikulum Merdeka Asridayani Asridayani; Cantri Maesak; Rizal Nurzain; Fajriah Inayati
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3310

Abstract

This study examines the curriculum structure of Fiqh thaharah (ablution) instruction for Grade VII students in Madrasah Tsanawiyah (MTs) under Indonesia's Independent Curriculum (Kurikulum Merdeka). The research employed qualitative document analysis methodology, systematically examining official Learning Outcomes documents, approved textbooks, and teacher guidebooks for Phase D Fiqh instruction. Data were analyzed using manifest and latent content analysis frameworks, focusing on legal, cognitive, and spiritual dimensions of ablution pedagogy. Findings reveal that ablution instruction at MTs level represents a multidimensional pedagogical framework integrating three interconnected components: legal compliance through analytical engagement with jurisprudential postulates (istinbat al-ahkam), spiritual formation cultivating 'ubĊĞdiyyah consciousness and noble character, and contemporary relevance through environmental fiqh addressing water conservation. The curriculum explicitly responds to students' dual developmental transition from mumayyiz to mukallaf status and from concrete to formal operational thinking, as theorized by Piaget. Unlike elementary instruction emphasizing procedural memorization, MTs curriculum prescribes innovative pedagogical strategies including Contextual Teaching and Learning (CTL) and Technological Pedagogical Content Knowledge (TPACK) integration. This research contributes a comprehensive theoretical framework demonstrating how classical Islamic jurisprudence can be pedagogically reconceptualized to address contemporary educational objectives while maintaining traditional integrity, offering evidence-based guidance for transformative fiqh education that cultivates critical reasoning and spiritual awareness.
Compliance of Teaching Material Components with Educational Standards Maslani Maslani; Salma Nadhifa; Hikma Nurfadila; Rizal Nurzain
Jurnal Iman dan Spiritualitas Vol. 6 No. 1 (2026): Jurnal Iman dan Spiritualitas
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jis.v6i1.49412

Abstract

This study aims to assess the suitability of teaching material components to national education standards through a literature review approach. Teaching materials are a crucial instrument in the learning process, serving not only as a medium for delivering content but also as a bridge between the curriculum and classroom practice. However, in the field, teaching materials are still found to be not fully structured according to national standards, both in terms of content, delivery strategies, and evaluation. Through a literature analysis, this study found that the ideal structure of teaching materials includes components such as learning objectives, materials, learning activities, evaluation, media, and character values, all of which must be arranged coherently and contextually. Recommended approaches to teaching material development include scientific, competency-based, differentiation, and Universal Design for Learning (UDL). In addition, the use of digital technologies such as Learning Management Systems (LMS) and interactive multimedia also enriches the components of teaching materials to make them more adaptive and engaging. This study also identified real challenges in teaching material development, including limited teacher training, inadequate facilities, and low digital literacy. Therefore, strategies are recommended to enhance teacher competency, foster collaboration among educators, facilitate continuous evaluation, and strengthen support from the government and educational institutions. These findings are expected to serve as a reference for teachers, curriculum developers, and policymakers in creating quality teaching materials that are relevant to today's learning dynamics.
Co-Authors Asridayani Asridayani Cantri Maesak Fajriah Inayati Hikma Nurfadila Maslani, Maslani Salma Nadhifa