The Effects of Motivation, Teaching Methods, and The Learning Environment on The Interest in Learning Fiqh Among Students at MTs Darul Ihsan in Pekanbaru

Abstract

Interest in learning Fiqh (Islamic jurisprudence) is crucial for successful learning in Islamic schools. However, field observations indicate that students’ interest in learning Fiqh at MTs Darul Ihsan Pekanbaru, a private madrasah tsanawiyah (Islamic junior secondary school), remains low, marked by limited active participation and enthusiasm. This condition is thought to be influenced by learning motivation, teaching methods, and the learning environment. This study aims to determine the influence of these three variables, both partially and simultaneously, on students’ interest in learning Fiqh at MTs Darul Ihsan Pekanbaru. The study employed a field survey design with a quantitative correlational approach. The population comprised all 68 students at the madrasah (35 boys and 33 girls); because the population was relatively small, a total sampling (saturated sampling) technique was used, in which the entire population served as respondents. Data were collected using a closed-ended Likert-scale questionnaire, with each of the four variables learning motivation, teaching methods, learning environment, and interest in learning measured by 10 items that met the validity (product-moment r > 0.239; p < 0.05) and reliability (Cronbach’s α > 0.70) criteria. Data were analyzed using Pearson correlation and multiple linear regression. Results revealed positive and significant relationships between learning motivation and interest in learning (r = 0.555; p < 0.05), teaching methods and interest in learning (r = 0.476; p < 0.05), and the learning environment and interest in learning (r = 0.429; p < 0.05). Simultaneously, learning motivation, teaching methods, and the learning environment had a significant effect on students’ interest in learning Fiqh (F = 11.412; p < 0.05), accounting for 34.9% of the variance (R² = 0.349). Partially, however, only learning motivation had a significant effect on interest in learning (β = 0.414; p = 0.002), while teaching methods (β = 0.228; p = 0.122) and the learning environment (β = 0.023; p = 0.876) did not show a significant partial effect, confirming learning motivation as the most dominant predictor. These findings offer teachers and schools a basis for designing learning strategies particularly those that strengthen students’ learning motivation to optimally enhance students’ interest in Fiqh learning.