Implementation Of The Joyful Learning Method In Fiqh Learning Class X At Madrasah Aliyah Al-Islamiyah
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Keywords:
Joyful Learning, Fiqh Learning, Student Participation, Learning Motivation, Islamic EducationAbstract
This study aims to describe the implementation of the Joyful Learning method in Fiqh learning, examine students’ responses, and identify the supporting and inhibiting factors affecting its implementation at MA Al-Islamiyah. The study was motivated by the low level of student participation and enthusiasm observed during Fiqh learning activities. Joyful Learning is a learning approach that emphasizes enjoyable, active, and meaningful learning experiences to encourage student engagement and understanding. This research employed a qualitative descriptive approach. Data were collected through observation, interviews, and documentation involving a Fiqh teacher and Grade X students of MA Al-Islamiyah as research participants. Data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that Joyful Learning was implemented through various interactive activities, such as educational games, group discussions, practical simulations, and learning reflections. The implementation of these activities created a positive learning environment that encouraged student participation, curiosity, and engagement in Fiqh learning. Students responded positively to the method, demonstrating increased enthusiasm, active participation, confidence, and understanding of the learning materials. Supporting factors included teacher creativity, the availability of learning media, adequate learning facilities, and student enthusiasm. Meanwhile, inhibiting factors consisted of differences in students’ abilities, classroom conditions, and limited instructional time. The study concludes that Joyful Learning contributes significantly to creating a more active, enjoyable, and participatory Fiqh learning environment at MA Al-Islamiyah.
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