Discovery Learning as Guided Discovery in Islamic Jurisprudence Learning: Teacher Scaffolding and Student Participation

Abstract

Prior studies of discovery learning mainly report outcome gains in science and mathematics, while few explain how teacher guidance operates in Grade VII Fiqh, where inquiry must remain consistent with religious sources. This qualitative descriptive field study examined the six discovery-learning phases, student responses, and implementation conditions at SMP NU Karangdadap, Pekalongan Regency. Data came from classroom observation, semi-structured interviews with the principal and Fiqh teacher, and lesson documents. Evidence was coded deductively by phase and then grouped into response, supporting, and inhibiting themes through triangulation. All six phases—stimulation, problem statement, data collection, data processing, verification, and generalization—were observed, but participation was uneven. The practice was better characterized as guided discovery because the teacher framed problems, selected core sources, monitored groups, verified accuracy, and modeled conclusions. Teacher facilitation, varied media, facilities, collaboration, and leadership support enabled implementation, whereas lecture dependence, limited time, and resistance to independent learning constrained it. Fiqh discovery learning therefore requires staged scaffolding, explicit task products, selected sources, and realistic time allocation.