Developing a Digitally Integrated Critical-Contextual Learning Model of Ushul Fiqh for Future Islamic Education Teachers
Keywords:
digital technology; Islamic religious education; learning model; ushul fiqh; ushuli reasoningAbstract
This study addressed epistemological limitations in ushul fiqh instruction among prospective Islamic education teachers, especially their difficulty in contextualizing legal reasoning in the digital era. The study aimed to develop a critical-contextual, digitally integrated learning model to enhance ushuli reasoning. A mixed-methods approach with an exploratory sequential design was employed. The research consisted of two phases. The qualitative phase involved field observations, focus group discussions, and semi-structured interviews. In the quantitative phase, a product trial was performed to evaluate model effectiveness. A total of 60 students and 10 lecturers from three Islamic education programs in West Java and Banten provinces, Indonesia were purposively selected. Qualitative findings revealed gaps in engagement, digital integration, and relevance. This informed the formulation of the SMART learning model—strategic, meaningful, active, reflective, and transformative five-stage instructional syntax model designed to build critical-contextual legal reasoning. Quantitative results demonstrated significant improvement in learning outcomes (pre-test: M = 65.87; post-test: M = 86.13; p < .001), confirming the model’s effectiveness. This study offers an original contribution by presenting an evidence-based instructional model that aligns classical ushul fiqh with innovative, digitally driven pedagogy for Islamic education reform.
https://doi.org/10.26803/ijlter.24.6.30
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