<![CDATA[Dominant mono-madhhab fiqh instruction in Islamic boarding schools often constrains epistemic plurality and limits students’ interpretive literacy in Islamic legal reasoning. This pedagogical reductionism necessitates a more integrative and methodologically plural instructional framework. Purpose: This study develops a cross-madhhab fiqh learning model for modern Islamic boarding schools in Banten grounded in the Kulliyatul Mu‘allimin al-Islamiyyah (KMI) system and aligned with contemporary instructional design principles. Methods: A Research and Development design was employed using the Dick and Carey model. Data were obtained through needs analysis, observation, interviews, documentation, expert validation, and field testing, and analyzed using mixed qualitative and quantitative procedures including pre-test/post-test gain analysis. Findings: Results indicate that existing fiqh instruction remains predominantly textual and single-school oriented. The proposed model integrates fiqh muqāran, maqāṣid al-sharī‘ah, and Problem-Based Learning within a Baḥth al-Masā’il syntax, utilizing classical comparative texts. Empirical testing demonstrates improved students’ comprehension of jurisprudential plurality and significant enhancement of moderate and dialogical dispositions. Implications: The model provides a scalable instructional framework for modern pesantren, although external validity remains limited to selected institutions in Banten, requiring broader contextual replication. Originality: This study advances a hybrid pedagogical architecture that synthesizes classical Islamic jurisprudence epistemology with systematic instructional design theory.]]>
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