Nurlista Iryanti, Fitri Oviyanti

Developing Effective Instructional Design for Fiqh Reading Materials in Islamic Education

Introduction

Developing effective instructional design for fiqh reading materials in islamic education. Develop effective instructional design for Fiqh reading materials in Islamic education. Enhance understanding, retention, and engagement via a systematic, constructivist approach.

Abstract

This research aims to develop an effective instructional design for Fiqh reading materials in the context of Islamic education. Fiqh, as an integral part of Islamic religious studies, requires a systematic and structured approach to learning to facilitate deep understanding. An appropriate instructional design can increase learning efficiency, improve information retention, and promote practical application of Fiqh knowledge. This research proposes a systematic approach to developing Fiqh reading materials, covering the identification of learning objectives, audience analysis, relevant teaching strategies, and comprehensive evaluation. The methodology for developing these materials includes planning, development, implementation, and evaluation stages, which collectively support the achievement of effective learning objectives. The proposed instructional design incorporates the application of constructivist learning theory and contextual approach in compiling Fiqh reading materials. Based on this research, the results show that the use of an appropriate instructional design can facilitate better understanding of Fiqh principles and increase active student engagement in the learning process. Keywords: Instructional Design, Reading Materials, Fiqh, Islamic Education

Review

This research proposes a highly relevant and timely endeavor aimed at developing effective instructional design for Fiqh reading materials within Islamic education. The abstract clearly articulates the need for a systematic and structured approach to Fiqh learning, recognizing its foundational role and the potential for improved efficiency, retention, and practical application through robust instructional design. The commitment to a systematic methodology, encompassing objective identification, audience analysis, strategic planning, and comprehensive evaluation, signals a well-conceived project. Furthermore, the explicit incorporation of constructivist learning theory and a contextual approach provides a strong theoretical underpinning, suggesting a thoughtful and pedagogically sound framework for material development. The outlined methodology—planning, development, implementation, and evaluation—is comprehensive and appropriate for an instructional design project. The abstract effectively highlights the anticipated benefits, such as facilitating deeper understanding of Fiqh principles and fostering active student engagement. While the abstract states that "the results show that the use of an appropriate instructional design can facilitate better understanding," the full paper will undoubtedly need to elaborate on the specific metrics and empirical evidence supporting these outcomes. Details on the nature of the "appropriate instructional design" and how it was operationalized in the reading materials will be crucial for readers to fully appreciate the novelty and impact of the proposed model. Overall, this research promises a significant contribution to both the field of instructional design and the pedagogical practices within Islamic education. By bridging contemporary educational theories with traditional Fiqh studies, it has the potential to enhance learning experiences and outcomes for students. The robust framework presented suggests a rigorous study, and the full paper is anticipated to provide detailed insights into the developed materials, specific teaching strategies, and the empirical validation of their effectiveness. This work could serve as an excellent model for developing instruction in other specialized religious or cultural studies.

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