Contextual Teaching and Learning in Fiqh Instruction: Comparing Pesantren-Based and Community-Based Madrasahs in Indonesia
DOI:
https://doi.org/10.59944/postaxial.v4i3.1924Keywords:
Authentic assessment, Contextual teaching and learning, Fiqh instruction, Islamic education, Private madrasahsAbstract
Contextual Teaching and Learning (CTL) can connect normative fiqh knowledge with students’ lived religious and social experiences, yet limited evidence explains why its implementation varies across madrasahs with different institutional capacities. This study compared CTL implementation in fiqh instruction at a pesantren-based madrasah and a community-based madrasah in Purwakarta, Indonesia. Using a qualitative comparative multiple-case design, data were collected through interviews, classroom observations, and document analysis and examined through within-case and cross-case analysis. The findings show that MTs Darussalam implemented CTL more comprehensively through systematic contextual planning, integration of the seven CTL components, authentic assessment, formative feedback, and strong institutional supervision. In contrast, MTs Al-Ma’arif implemented CTL only partially, with greater reliance on lectures, factual questioning, and final assessment, despite possessing underused community-based religious resources. The comparative findings indicate that contextual resources alone are insufficient; their educational value depends on teacher competence, leadership support, learning resources, and the coherence of planning, instruction, and assessment. The study’s main contribution is a context–capacity–coherence framework, which explains how institutional capacity enables contextual resources to be transformed into meaningful fiqh learning. Practically, the findings suggest that resource-limited madrasahs can strengthen CTL through targeted teacher development, better use of local religious resources, improved assessment practices, and stronger instructional leadership
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