Contextual Fiqh Learning through Social Problems: Developing Ethical Awareness among Madrasah Ibtidaiyah Students

Abstract

This study aims to explore the transformation of fiqh learning at MI Al Hasanah through a case-based approach and its impact on students’ ethical awareness. Despite growing interest in contextual Islamic pedagogy, limited studies have examined the use of students’ real social problems as the foundation of fiqh learning at the Madrasah Ibtidaiyah level. This study employed a qualitative case study design. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using thematic analysis. The findings reveal a shift from textbook-centered instruction to contextual and dialogic learning based on everyday cases. This approach enhances student participation and promotes ethical reasoning beyond halal-haram categories by considering social consequences. It also contributes to a more value-oriented learning climate, although it requires stronger teacher competence in facilitating reflective discussion.