Analysis of Teacher Strategies to Improve Fiqh Learning Outcomes of Madrasah Tsanawiyah Students in Medan City: A Descriptive Qualitative Study

Wirda Aini Rambe, Yusnaili Budianti

Abstract


This study addresses the limited empirical evidence on how secondary fiqh teachers design and enact instructional strategies to improve students’ learning outcomes in Indonesian madrasahs. At MTs Darul Ulum Budi Agung Medan, underachievement in fiqh is linked to monotonous teaching, low engagement, and suboptimal media use. This qualitative descriptive study involved one fiqh teacher, the vice principal for curriculum, and purposively selected students. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using Miles and Huberman’s interactive model. Findings show that the teacher implements cooperative learning, group investigation, discussion, question–and–answer, demonstration, hands-on practice, and audio-visual media, supported by regular formative and summative assessment, remedial activities, and continuous motivation. These strategies improve students’ conceptual understanding of fiqh, mastery of ritual practices, and classroom participation, while structural constraints are partly mitigated through mentoring and monitoring. The study offers a contextualized account to inform more innovative, responsive fiqh pedagogy.

 

Penelitian ini menyoroti masih terbatasnya bukti empiris mengenai bagaimana guru fikih pada jenjang menengah merancang dan melaksanakan strategi pembelajaran untuk meningkatkan hasil belajar siswa di madrasah-madrasah Indonesia. Di MTs Darul Ulum Budi Agung Medan, rendahnya capaian belajar fikih terkait dengan pola pengajaran yang monoton, rendahnya keterlibatan siswa, dan pemanfaatan media pembelajaran yang kurang optimal. Studi kualitatif deskriptif ini melibatkan satu orang guru fikih, wakil kepala madrasah bidang kurikulum, serta beberapa siswa yang dipilih secara purposif. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan analisis dokumen, kemudian dianalisis dengan menggunakan model interaktif Miles dan Huberman. Temuan menunjukkan bahwa guru menerapkan pembelajaran kooperatif, group investigation, diskusi, tanya jawab, demonstrasi, praktik langsung, serta penggunaan media audio-visual, yang didukung oleh penilaian formatif dan sumatif secara berkala, kegiatan remedial, dan pemberian motivasi yang berkesinambungan. Strategi-strategi tersebut meningkatkan pemahaman konseptual siswa tentang fikih, penguasaan praktik ibadah, dan partisipasi mereka di kelas, sementara kendala struktural sebagian dapat diatasi melalui kegiatan mentoring dan monitoring. Studi ini memberikan gambaran kontekstual yang dapat menjadi rujukan bagi pengembangan pedagogi fikih yang lebih inovatif dan responsif.


Keywords


teacher strategies; learning outcomes; fiqh learning; qualitative study; madrasah

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DOI: https://doi.org/10.17509/t.v12i2.91776

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