Enhancing Students' Understanding of Fiqh through the Inquiry-Based Learning Model at MIS DDI 2 Pugu

Abstract

This Classroom Action Research (CAR) aims to enhance students' understanding of Fiqh at MIS DDI 2 Pugu by implementing the Inquiry-Based Learning (IBL) model. Fiqh, as a vital component of Islamic education, requires students to not only memorize but also understand and apply its principles in real-life contexts. However, traditional teaching methods often fail to engage students in active learning, leading to limited understanding and application of Fiqh concepts. The research explores how the Inquiry-Based Learning model, which encourages students to ask questions, explore topics, and solve problems independently, can improve students' comprehension and critical thinking skills in Fiqh.The study was conducted in two cycles, involving 7th-grade students at MIS DDI 2 Pugu. In each cycle, students were guided to explore Fiqh topics by posing questions, conducting investigations, and discussing findings in groups. Data were collected through observations, student surveys, and pre- and post-tests to measure changes in students' understanding and engagement. The findings of the research indicate that the Inquiry-Based Learning model significantly improved students' engagement and understanding of Fiqh. Students became more actively involved in the learning process, asking relevant questions and seeking answers through discussion and research. Additionally, students showed enhanced problem-solving abilities and a deeper understanding of how Fiqh applies to daily life. This study demonstrates that Inquiry-Based Learning can be an effective pedagogical approach to teaching Fiqh, fostering a more dynamic, interactive, and student-centered learning environment. It suggests that Islamic educators can benefit from integrating this model to promote deeper learning and critical thinking among students.