<![CDATA[Background: The study of fiqh in Indonesia remains largely dominated by a normative-textual approach, limiting its ability to address contemporary social complexities. Existing studies on Abdurrahman Wahid (Gus Dur) have not systematically examined his thought as a paradigm for contextual fiqh education. Purpose of the Study: This study aims to reconstruct a pedagogical model of contextual fiqh based on Gus Dur’s thought as an epistemological foundation for Islamic legal education in Indonesia. Method: This literature review employs a descriptive-hermeneutic approach. Data were drawn from Gus Dur’s major works on Islamic law, usul al-fiqh, adat, and Islamic thought and analyzed through discourse analysis to reconstruct a contextual fiqh pedagogical framework. Results: The study produced two main models of contextual fiqh pedagogy. First, a model of dialogue between fiqh and adat that integrates local culture, community needs, and social dynamics into learning without neglecting the fundamental principles of sharia. Second, a model of textual reinterpretation that guides students to distinguish between universal Islamic teachings (tsawābit) and contextual legal provisions (mutaghayyirāt) through the approaches of ushul al-fiqh, maqāṣid al-syarī’ah, and historical and sociological analysis. The analysis indicates that these models can support case-based learning, to foster contextual legal reasoning, the ability to derive legal rulings (istinbāṭ), and critical thinking in addressing contemporary issues. Conclusions: Gus Dur’s thought provides a strong epistemological and pedagogical foundation for reconstructing fiqh education in Indonesia. The proposed models bridge textual authority and social reality while maintaining the normative objectives of sharia, contributing to a more contextual Islamic legal education.]]>
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