<![CDATA[ABSTRACT Improving students' conceptual understanding in fiqh learning remains a challenge because the learning process in Islamic junior high schools (madrasahs) is generally teacher-centered and has not fully engaged students in critical thinking and problem-solving activities. This condition highlights the need to implement more contextual and participatory instructional models. This study aimed to analyze the effect of the Problem Based Learning (PBL) method integrated with the Role Playing approach on the conceptual understanding of eighth-grade students in fiqh learning at MTs Tsamrotul Huda Kecapi. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research sample consisted of two classes selected through purposive sampling, comprising 26 students in the experimental class and 24 students in the control class. Data were collected through pretest and posttest assessments using 17 test items that met the validity and reliability criteria (Cronbach's Alpha = 0.716). Data were analyzed using normality testing, homogeneity testing, and the independent sample t-test. The results showed that the mean posttest score of the experimental class was higher than that of the control class, with an independent sample t-test significance value of < 0.001 (p < 0.05), indicating a statistically significant difference between the two groups. These findings demonstrate that the implementation of the Problem Based Learning method through the Role Playing approach effectively improves students' conceptual understanding in fiqh learning. The integration of these two instructional approaches creates a more active, contextual, collaborative, and meaningful learning environment, making it a viable alternative strategy for improving the quality of fiqh instruction in madrasahs. ABSTRAK Peningkatan pemahaman konseptual peserta didik pada pembelajaran fikih masih menjadi tantangan karena proses pembelajaran di madrasah umumnya berpusat pada guru dan belum sepenuhnya melibatkan peserta didik dalam aktivitas berpikir kritis maupun pemecahan masalah. Kondisi tersebut mendorong perlunya penerapan model pembelajaran yang lebih kontekstual dan partisipatif. Penelitian ini bertujuan menganalisis pengaruh metode Problem Based Learning (PBL) melalui pendekatan Role Playing terhadap pemahaman konseptual peserta didik kelas VIII pada mata pelajaran fikih di MTs Tsamrotul Huda Kecapi. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe nonequivalent control group design. Sampel penelitian terdiri atas dua kelas, yaitu 26 peserta didik pada kelas eksperimen dan 24 peserta didik pada kelas kontrol yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui tes pretest dan posttest menggunakan 17 butir soal yang telah memenuhi kriteria validitas dan reliabilitas (Cronbach's Alpha = 0,716). Analisis data dilakukan melalui uji normalitas, uji homogenitas, dan independent sample t-test. Hasil penelitian menunjukkan bahwa nilai rata-rata posttest kelas eksperimen lebih tinggi dibandingkan kelas kontrol, dengan nilai signifikansi independent sample t-test sebesar < 0,001 (p < 0,05), sehingga terdapat perbedaan yang signifikan antara kedua kelompok. Temuan tersebut menunjukkan bahwa penerapan metode Problem Based Learning melalui pendekatan Role Playing efektif meningkatkan pemahaman konseptual peserta didik pada pembelajaran fikih. Integrasi kedua pendekatan tersebut mampu menciptakan pembelajaran yang lebih aktif, kontekstual, kolaboratif, dan bermakna sehingga layak dijadikan alternatif strategi pembelajaran untuk meningkatkan kualitas pembelajaran fikih di madrasah.]]>
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