Implementasi Pembelajaran Dengan Modular Instruction Pada Mata Pelajaran Fiqih di MTS Assunnah Cirebon

Abstract

This research aims to describe the implementation of Modular Instruction in the Fiqh subject at MTs Assunnah Cirebon. The study was conducted based on the need for an instructional model that supports flexible and student-centered learning, enabling students to study independently according to their learning pace and characteristics. The research employed a qualitative method with a descriptive approach. The participants consisted of the Fiqh subject teacher, eighth-grade students, and the school principal. Data were collected through observation, in-depth interviews, and documentation. The collected data were then analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the implementation of Modular Instruction includes several essential stages: developing learning modules, presenting learning objectives, implementing independent learning activities, and evaluating learning outcomes. The modules contain essential Fiqh material, exercises, activity sheets, and assessment rubrics. The teacher acts as a facilitator by guiding students while allowing them to work independently based on their learning readiness. The students demonstrated improved learning autonomy, particularly in understanding fundamental Fiqh topics such as purification, prayer, and fasting. Furthermore, the research reveals that the effectiveness of Modular Instruction is influenced by students’ reading comprehension, time management, and intrinsic motivation. Challenges identified include varying learning speeds among students and lack of discipline in completing modules on schedule. Despite these obstacles, the implementation of modular learning proved beneficial in increasing learning motivation and deepening conceptual understanding. Overall, Modular Instruction in the Fiqh subject can be considered effective in enhancing students' independence and improving learning quality.