<![CDATA[Fiqh learning in schools continues to face various challenges, particularly in presenting the concepts of ijtihad and fiqh schools (madhhab) in a comprehensive, moderate, and contextual manner. Students’ understanding is often limited to normative aspects and memorization, without adequate exposure to the sources of Islamic law, the dynamics of ijtihad, and the historical background of the emergence of diverse legal schools. This condition may lead to rigid religious attitudes and a lack of appreciation for intellectual diversity within Islamic jurisprudence. This study aims to analyze the concepts of ijtihad and fiqh schools from the perspective of contemporary Islamic education, with a focus on the primary sources of Islamic law, namely the Qur’an and Sunnah, and their implications for fiqh learning strategies in schools. This research employs a library research method using a descriptive-analytical approach by examining classical fiqh texts, ushul fiqh literature, and relevant contemporary academic sources. The findings indicate that a comprehensive understanding of ijtihad, the role of mujtahids, and the historical development of fiqh schools is essential for fostering inclusive and moderate fiqh education. Furthermore, integrative, dialogical, and comparative madhhab-based learning strategies are considered effective in developing students’ critical thinking, tolerance, and religious moderation. This study is expected to contribute both theoretically and practically to the development of fiqh learning in accordance with the demands of contemporary Islamic education.]]>
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