The Implementation of Fiqh Learning as a Local Content Subject in Improving Students’ Competencies at SMP Tarbiyatus Sibyan Waibu

Abstract

This study aims to describe the implementation of fiqh learning as a local content subject within Islamic Religious Education (PAI) and its contribution to improving students’ competencies at SMP Tarbiyatus Sibyan Waibu, Jayapura Regency, Papua. The competencies examined comprise cognitive knowledge, affective religious attitudes, and psychomotor skills in performing religious practices. This study employed a descriptive qualitative approach. Data were collected through direct observation, in-depth interviews, and documentation involving the curriculum management, PAI/fiqh teacher, and students. Data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing/verification, while credibility was strengthened through triangulation, member checking, and persistent observation. The findings indicate that fiqh learning was implemented through three main stages: planning, implementation, and evaluation. Planning involved the preparation of learning objectives, teaching materials, lesson plans, and practical learning resources. Implementation employed interactive lectures, group discussions, question-and-answer sessions, case studies, demonstrations, and direct practice of worship, including ablution, prayer, fasting, zakat, and funeral prayer. Evaluation covered cognitive tests, observation of religious attitudes, and assessment of practical worship skills. The study reports an increase in the average examination score from 72 before the local-content program to 85 after its implementation, while approximately 90% of students were able to perform ablution according to the taught Sunnah in the practical simulation. Improvements were also observed in prayer discipline, religious awareness, social concern, and students’ ability to apply fiqh in daily life. Supporting factors included teacher competence, school and foundation support, parental involvement, adequate worship facilities, and a religious school culture. Major constraints included limited instructional time, limited contextual learning media and locally based fiqh textbooks, differences in students’ prior religious knowledge, and some limitations in practical resources. The study concludes that contextual and practice-oriented fiqh learning can strengthen students’ knowledge, attitudes, and practical religious competencies when supported by an enabling school environment.