<![CDATA[Purpose: This study aims to formulate a comprehensive framework for fiqh muʼamalah learning management in Islamic educational institutions, focusing on the internalization of riba, maysir, and gharar concepts to build student sharia economic literacy in the digital era. Methodology/approach: This study employs a qualitative library research approach with descriptive-analytical techniques, drawing on the Qurʼan, Hadith, classical fiqh texts, and contemporary Islamic education management literature published within the past ten years. Data were analyzed through content analysis with source triangulation. Findings: The study identifies four interconnected dimensions of effective fiqh muʼamalah learning management: (1) curriculum planning that positions riba, maysir, and gharar as core competencies with vertical and horizontal integration; (2) instructional management integrating contextual, problem-based, and case-based learning strategies; (3) human resource and material development strengthening teachers’ capacity and digital-based teaching materials; and (4) authentic assessment measuring sharia economic literacy across cognitive, affective, and behavioral domains. Practical implications: Institutional leaders of Islamic educational institutions can adopt the four-dimensional framework as a policy guide for curriculum design, teacher capacity building, and learning evaluation systems. Teachers are encouraged to develop contemporary case-based learning strategies and leverage digital technology to make riba, maysir, and gharar materials relevant to students’ lived realities. Originality: This article contributes to Islamic education management theory by offering an integrative framework that bridges fiqh muʼamalah with institutional management practice, equipping students with the character and economic literacy needed to navigate digital-era transactions responsibly.]]>
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