Implementasi Model Belajar Inquiry Pada Mapel Fikih Berbasis Kurikulum Merdeka Di MI Arrahmah Purwotengah Papar Kediri

Salsabila Aulia Rohmati; Waslah; Saihul Atho Alaul Huda

doi:10.36668/jal.v14i1.1337

Authors

Salsabila Aulia Rohmati Universitas KH. Abd. Wahab Hasbullah Tambakberas Jombang, Indonesia
Waslah Universitas KH. Abd. Wahab Hasbullah Tambakberas Jombang, Indonesia
Saihul Atho Alaul Huda Universitas KH. Abd. Wahab Hasbullah Tambakberas Jombang, Indonesia

DOI:

https://doi.org/10.36668/jal.v14i1.1337

Abstract

Abstract: Fiqh lessons are generally still studied using lecture and practice methods only. So this study describes that the inquiry learning method can train students to think critically about the discussion of fiqh and be able to solve problems in everyday life. This research aims to (1) Find out the process of implementing the inquiry model in Islamic jurisprudence at MI Arrahmah (2) Find out the supporting and inhibiting factors in implementing the inquiry model at MI Arrahmah (3) Find out students' responses to the implementation of the inquiry model at MI Arrahmah. This research includes qualitative research using descriptive research. This research is research intended to collect information regarding the status of an existing symptom, namely the condition of the symptom according to what it was at the time the research was carried out obtained from the results of interviews, observations and documentation at MI Arrahmah Purwotengah Papar Kediri. By using data analysis techniques, namely reduction, data presentation, and data verification. The results of this research can be found that (1) The process of implementing the inquiry model in class 4 MI Arrahmah can run according to the stages of the inquiry learning procedure. (2) Supporting factors in this implementation are students who are more enthusiastic, active and think more critically, and there are adequate facilities. Meanwhile, the inhibiting factors here are students having difficulty answering questions, there are students who do not participate in discussions, and the lack of praga or projectors as learning media. (3) Most students feel satisfaction with the application of this model. It is marked when they are very enthusiastic in asking and answering questions given by the teacher.

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