Strengthening Menstrual-Fiqh Literacy Through Islamic Tutoring Among Vocational High School Students: An Implementation Study at SMK Negeri 1 Jepon
DOI:
https://doi.org/10.59944/postaxial.v4i3.1984Keywords:
Menstrual-Fiqh Literacy, Islamic tutoring, Islamic religious education, Vocational high school students, Implementation studyAbstract
Islamic Religious Education (PAI) in vocational high schools (SMK) has limited instructional time to address specific and sensitive religious topics such as menstrual jurisprudence (fiqh of haid), so that female students often only understand the prohibition of worship during menstruation without a comprehensive grasp of the related rulings. This study aims to describe and analyze the implementation of Islamic tutoring (bimbingan belajar Islami) as an effort to strengthen menstrual-fiqh literacy among female students at SMK Negeri 1 Jepon, covering students' initial understanding, the materials delivered, the implementation process, the role of the PAI teacher, and the supporting and inhibiting factors. This study used a qualitative approach with a descriptive case study design, involving 300 female students of SMK Negeri 1 Jepon who took part in the tutoring, together with the PAI teacher (Husnul) and a supporting team consisting of the guidance and counseling (BK) teacher, homeroom teachers, and the PIK-R and PMR student units, selected purposively as informants. Menstrual-fiqh literacy was identified through students' responses during discussion and interviews on key indicators, namely the concept of menstruation, the minimum-maximum duration of menstruation, the distinction between menstrual and istihadhah blood, and purification procedures, supported by a review of the tutoring's internal documentation rather than a standardized test instrument.. The program was supported by school policy, teacher readiness, and the availability of teaching materials, but still faced obstacles such as students' embarrassment, varying levels of prior understanding, limited time, and inaccurate information circulating on social media. Based on qualitative indicators, such as students' more elaborate responses during discussion and greater willingness to ask questions, rather than a systematic pre- and post-test comparison, the Islamic tutoring appears to be associated with stronger menstrual-fiqh understanding among participating students; this should be read as a qualitative impression rather than a measured effect, and further research using validated pre- and post-test instruments is needed to confirm it.
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