Implementation of the Cooperative Learning Model in Islamic Jurisprudence Learning on the Subject of Inheritance and Wills at the Al-Ishlahuddiny Islamic Senior High School for Girls

Abstract

This study aims to describe the implementation of the Cooperative Learning model in Islamic Jurisprudence (Fiqh) learning on inheritance and wills at the Al-Ishlahuddiny Islamic Senior High School for Girls, and to analyze its impact on student participation and understanding. This study used a qualitative, descriptive approach. The subjects included the Fiqh teacher and students involved in the learning process. Data collection techniques were conducted through observation, interviews, and documentation, while data analysis utilized data reduction, data presentation, and conclusion drawing techniques. Data validity was tested through triangulation of sources and techniques. The results showed that the implementation of Cooperative Learning was carried out through the planning, implementation, and evaluation stages of learning. During the implementation stage, learning took place actively and collaboratively through case study-based group discussions. Interaction between students increased, although participation was not yet fully equitable. Supporting factors included teacher readiness, student cooperation, and a conducive madrasah environment, while inhibiting factors included differences in student abilities, the dominance of certain group members, and limited learning time. The implementation of the Cooperative Learning model was proven to have a positive impact on student understanding, particularly in understanding the complex concept of inheritance distribution. Thus, the Cooperative Learning model can be an effective alternative in Islamic jurisprudence (Fiqh), particularly in the area of ​​inheritance and wills. Although optimization of learning management is still needed to ensure more equitable student participation.