Traditional Islamic Text Integration in Fiqh Instruction and Students’ Academic Achievement: A Comparative Multisite Case Study
Abstract
This study examines how traditional Islamic texts are integrated into Fiqh instruction at two Islamic senior high schools. It aims to describe the forms of integration, analyze its implementation, and compare the associated learning outcomes. Prior studies on traditional Islamic texts integration have been largely descriptive; therefore, this study draws on theories of Islamic scientific integration, the role of traditional Islamic texts, the characteristics of Fiqh instruction, and learning achievement to build a comparative analytical framework. A qualitative multi-site case study (comparative) design was employed. Data were collected through interviews, participant observation, and documentation, analyzed using data reduction, data display, and conclusion drawing, and validated through triangulation. The findings indicate that the first Madrasah applied an intensive-comprehensive model combining six methods (gandul, rotating sorogan, bahtsul masa'il, peer teaching, case contextualization, and digital media), whereas the second Madrasah applied an adaptive-inclusive model through a group-leadership (ngero'isin) system. The first Madrasah had a higher average Fiqh score (87.2) than the second Madrasah (83.8), a 3.4-point difference. This difference was descriptive and may reflect the intensive model's methodological depth and the first madrasah's boarding-school environment, whereas the second Madrasah's approach appeared to offer broader accessibility for students unfamiliar with traditional Islamic texts. No single integration model fits all contexts; outcomes appear associated with student characteristics and institutional environment. These findings contribute to integrative curriculum management and madrasah evaluation, and are limited to the two cases studied.
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