<![CDATA[Fiqih learning plays a strategic role in Islamic education, but its implementation often faces disparities and methodological gaps between secondary schools and higher education. This study aims to deeply analyze the basic concepts, differentiation of characteristics, and methodological adaptations of Fiqih learning in madrasahs and universities. The research method used is library research with a comparative content analysis design. Data was collected from the latest curriculum policy documents, sample lesson plans/syllabi, and reputable scientific journal articles published in the last five years through documentation study techniques. Data analysis was carried out using the Miles, Huberman, and Saldana interactive model, which includes data condensation, comparative data presentation, and drawing conclusions. The research results show an epistemological transition and a continuum of pedagogical schemes from madrasahs to universities. Learning Fiqh in madrasahs focuses on mastering practical worship norms (fiqh al-'ibadah) and shaping practical character through a textual-applicative approach and demonstration methods. In contrast, at universities, the study of Fiqh transforms into critical-methodological analysis (fiqh al-ijtihadi) that integrates Usul Fiqh, Fiqh Muqaran, and Fiqh Nawazil based on Case-Based Learning. The implications of this research emphasize the importance of vertically aligning the curriculum to prevent content redundancy and ensure continuity in students' critical thinking.]]>
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