The Effectiveness of Fiqh Learning through Educational Interaction in Forming Students' Conceptual Understanding

Abstract

Fiqh instruction plays a strategic role in shaping students' religious understanding; consequently, the effectiveness of the learning process is a crucial aspect requiring in-depth study. Instructional effectiveness is determined not only by mastery of the subject matter but also by the quality of the educational interaction established between teacher and students. This study aims to analyze the effectiveness of Fiqh instruction specifically through educational interaction in shaping students' conceptual understanding. A qualitative approach with a descriptive-analytical design was employed, conducted at MTs Miftahul Huda in Tegalwaru District, Karawang Regency. Data were collected from the Fiqh teacher and eighth-grade students via in-depth interviews, classroom observations, and document analysis during the even semester of the 2024/2025 academic year. Data analysis utilized the Miles and Huberman interactive analysis approach, comprising data reduction, data display, and conclusion drawing. The findings reveal three key analytical themes: 1) Two-way Dialogic Communication Patterns, demonstrated through interactive Q&A sessions and open discussion spaces that reduce the dominance of the lecture method; 2) The Teacher's Facilitative Role and Contextualization, wherein the teacher provides scaffolding and concrete examples of Fiqh in daily life to clarify abstract concepts; and 3) Cognitive and Affective Student Responses, characterized by increased active participation, the confidence to ask questions, and a sense of psychological safety in expressing opinions. Theoretically, the study contributes insights through the application of symbolic interactionism and Vygotsky’s constructivism within Islamic Religious Education. Practically, it offers guidance for educators and madrasahs in developing student-centered, meaningful Fiqh instruction grounded in dialogic interaction.