Learning Difficulties in Islamic Jurisprudence (Fiqh): A Human-Centered Analysis of Cognitive, Instructional, and Family Support Factors in an Indonesian Islamic Senior Secondary School
Abstract
This study analyzes students’ learning difficulties in Islamic jurisprudence (Fiqh), their interacting causes, and the instructional responses implemented at an Islamic senior secondary school in Jambi, Indonesia. Using a qualitative descriptive case study, the research involved one Fiqh teacher and purposively selected Grade 10 students. Data were collected through in-depth interviews, classroom observations, and document review, then analyzed through data condensation, thematic display, and iterative verification. The findings identify three areas of difficulty: Islamic inheritance law, commercial contracts, and Arabic legal terminology. These difficulties arose from limited conceptual readiness, uneven prior knowledge, and the cognitive demands of legal reasoning. Instructional clarity, contextual examples, visual media, a supportive classroom climate, and family encouragement reduced, but did not fully remove, these barriers. The teacher responded through scaffolded explanations, question-and-answer interaction, role modelling, religious habituation, and authentic practice. The study offers a human-centered perspective in which content complexity triggers difficulty, learner readiness shapes vulnerability, and adaptive instructional and social support improves participation. It highlights the need for differentiated, low-stigma, and context-responsive learning support
References
1
[1] T. Janowski, “Digital government evolution: From transformation to contextualization,” Government Information Quarterly, vol. 32, no. 3, pp. 221–236, 2015. https://doi.org/10.1016/j.giq.2015.07.001
2
[2] H. I. Sari and A. Salim, “Towards transformative Fiqh education: A deep learning pedagogical approach in the digital era,” Jurnal Pendidikan Agama Islam Al-Thariqah, vol. 11, no. 1, pp. 55–70, 2026. https://doi.org/10.25299/althariqah.2026.vol11(1).27570
3
[3] M. A. Arifin, A. Farhah, and A. Z. Fuad, “Tren dan peta problematika pembelajaran Fikih di lembaga pendidikan Islam: Studi systematic literature review berbasis analisis bibliometrik dan meta-sintesis tematik (2020–2025),” NUR EL-ISLAM: Jurnal Pendidikan dan Sosial Keagamaan, vol. 13, no. 1, pp. 83–102, 2026. https://doi.org/10.51311/nuris.v13i1.1397
4
[4] M. A. Nurona and K. Umam, “Strategi guru Fiqih dalam mengatasi kesulitan belajar siswa pada materi Fiqih di MAN 4 Denanyar Jombang,” Pendas: Jurnal Ilmiah Pendidikan Dasar, vol. 11, no. 2, pp. 179–194, 2026. https://doi.org/10.23969/jp.v11i02.53150
5
[5] W. A. Rambe and Y. Budianti, “Analysis of teacher strategies to improve Fiqh learning outcomes of Madrasah Tsanawiyah students in Medan City: A descriptive qualitative study,” TARBAWY: Indonesian Journal of Islamic Education, vol. 12, no. 2, pp. 1–13, 2025. https://doi.org/10.17509/t.v12i2.91776
6
[6] J. Sweller, “Cognitive load during problem solving: Effects on learning,” Cognitive Science, vol. 12, no. 2, pp. 257–285, 1988. https://doi.org/10.1207/s15516709cog1202_4
7
[7] F. Paas, A. Renkl, and J. Sweller, “Cognitive load theory and instructional design: Recent developments,” Educational Psychologist, vol. 38, no. 1, pp. 1–4, 2003. https://doi.org/10.1207/S15326985EP3801_1
8
[8] M. T. H. Chi and R. Wylie, “The ICAP framework: Linking cognitive engagement to active learning outcomes,” Educational Psychologist, vol. 49, no. 4, pp. 219–243, 2014. https://doi.org/10.1080/00461520.2014.965823
9
[9] J. van de Pol, M. Volman, and J. Beishuizen, “Scaffolding in teacher-student interaction: A decade of research,” Educational Psychology Review, vol. 22, no. 3, pp. 271–296, 2010. https://doi.org/10.1007/s10648-010-9127-6
10
[10] E. L. Deci and R. M. Ryan, “The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior,” Psychological Inquiry, vol. 11, no. 4, pp. 227–268, 2000. https://doi.org/10.1207/S15327965PLI1104_01
11
[11] R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions,” Contemporary Educational Psychology, vol. 61, Art. no. 101860, 2020. https://doi.org/10.1016/j.cedpsych.2020.101860
12
[12] E. D. Sulistyowati, N. Hariyati, and A. Khamidi, “Hubungan lingkungan belajar dan motivasi belajar terhadap hasil belajar,” Journal of Education Research, vol. 5, no. 3, pp. 2506–2514, 2024. https://doi.org/10.37985/jer.v5i3.1051
13
[13] E. R. Kahu, “Framing student engagement in higher education,” Studies in Higher Education, vol. 38, no. 5, pp. 758–773, 2013. https://doi.org/10.1080/03075079.2011.598505
14
[14] D. L. Roorda, H. M. Y. Koomen, J. L. Spilt, and F. J. Oort, “The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach,” Review of Educational Research, vol. 81, no. 4, pp. 493–529, 2011. https://doi.org/10.3102/0034654311421793
15
[15] X. Fan and M. Chen, “Parental involvement and students’ academic achievement: A meta-analysis,” Educational Psychology Review, vol. 13, no. 1, pp. 1–22, 2001. https://doi.org/10.1023/A:1009048817385
16
[16] M. Castro et al., “Parental involvement on student academic achievement: A meta-analysis,” Educational Research Review, vol. 14, pp. 33–46, 2015. https://doi.org/10.1016/j.edurev.2015.01.002
17
[17] R. Hidayat, A. Zamroni, and M. F. Darmawan, “Fiqh learning strategies to improve student achievement at Islamic junior high school,” SCHOOLAR: Social and Literature Study in Education, vol. 4, no. 2, pp. 109–115, 2024. https://doi.org/10.32764/schoolar.v4i2.5005
18
[18] M. Khadafi, A. Suradi, and M. Mindani, “Problem-based learning and students’ critical thinking in Fiqh learning,” Academia Open, vol. 11, no. 1, 2026. https://doi.org/10.21070/acopen.11.2026.11965
19
[19] R. Alawiyah, Z. Hartati, and S. Sapuadi, “The readiness of Fiqh teachers in applying the deep learning pedagogical approach in the independent curriculum: A qualitative case study,” Jurnal Pendidikan Agama Islam Al-Thariqah, vol. 11, no. 1, pp. 1–20, 2026. https://doi.org/10.25299/althariqah.2026.vol11(1).27057
20
[20] A. Fadil, “Hubungan gaya mengajar guru Fikih terhadap prestasi belajar siswa,” Jurnal Intelektualita: Keislaman, Sosial dan Sains, vol. 11, no. 2, pp. 237–241, 2022. https://doi.org/10.19109/intelektualita.v11i2.14668
21
[21] N. Husyen and Badriah, “Enhancing students’ understanding of Fiqh through interactive learning activities at MTs Miftahul Ulum Persis 94 Pakenjeng,” Jurnal Studi Tindakan Edukatif, vol. 1, no. 5, pp. 1971–1977, 2025.
22
[22] F. Chan, I. S. Pamela, I. S. Sinaga, Mesariani, R. Oktarina, and M. Julianti, “Strategi guru dalam mengatasi kesulitan belajar di sekolah dasar,” AULADUNA: Jurnal Pendidikan Dasar Islam, vol. 6, no. 2, pp. 173–182, 2019. https://doi.org/10.24252/auladuna.v6i2a8.2019
23
[23] M. Zaim and N. Nurzazin, “Enhancing zakat literacy: Developing a Canva-assisted e-module to overcome learning difficulties in Islamic jurisprudence,” EDURELIGIA: Jurnal Pendidikan Agama Islam, vol. 9, no. 3, pp. 307–318, 2025. https://doi.org/10.33650/edureligia.v9i3.11627
24
[24] L. D. Utami and S. S. Iryanti, “The effect of contextual teaching and learning with QuizWhizzer on learning outcomes in Islamic Religious Education,” Belajea: Jurnal Pendidikan Islam, vol. 10, no. 1, pp. 25–46, 2025. https://doi.org/10.29240/belajea.v10i01.12229
25
[25] A. O. Safitri and T. A. Mustofa, “Strategi pembelajaran efektif guru PAI dalam mengatasi kesulitan belajar di SMPN 3 Grogol,” Ideguru: Jurnal Karya Ilmiah Guru, vol. 10, no. 1, pp. 254–262, 2024. https://doi.org/10.51169/ideguru.v10i1.1276
26
[26] R. Tas’adi, “Hakikat dan konsep-konsep dasar psikologi pendidikan, belajar dan pembelajaran serta faktor-faktor yang mempengaruhinya,” Polingua: Scientific Journal of Linguistics, Literature and Education, vol. 3, no. 2, pp. 156–164, 2014. https://doi.org/10.30630/polingua.v3i2.103
27
[27] F. D. K. Sari, A. N. Rofidah, R. A. Kusuma, and D. Ramadhani, “Peran faktor internal dan eksternal dalam menyebabkan kesulitan belajar siswa SMP Negeri 16 Surabaya,” TSAQOFAH, vol. 5, no. 1, 2025. https://doi.org/10.58578/tsaqofah.v5i1.4322
28
[28] K. Malterud, V. D. Siersma, and A. D. Guassora, “Sample size in qualitative interview studies: Guided by information power,” Qualitative Health Research, vol. 26, no. 13, pp. 1753–1760, 2016. https://doi.org/10.1177/1049732315617444
29
[29] J. W. Creswell and C. N. Poth, Qualitative Inquiry and Research Design: Choosing Among Five Approaches, 4th ed. Thousand Oaks, CA, USA: Sage, 2018.
30
[30] F. R. Fiantika et al., Metodologi Penelitian Kualitatif, 1st ed. Padang, Indonesia: PT Global Eksekutif Teknologi, 2022.
31
[31] A. Salam, Metode Penelitian Kualitatif. Padang, Indonesia: CV Azka Pustaka, 2023.
32
[32] M. B. Miles, A. M. Huberman, and J. Saldaña, Qualitative Data Analysis: A Methods Sourcebook, 3rd ed. Thousand Oaks, CA, USA: Sage, 2014.
33
[33] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qualitative Research in Psychology, vol. 3, no. 2, pp. 77–101, 2006. https://doi.org/10.1191/1478088706qp063oa
34
[34] L. S. Nowell, J. M. Norris, D. E. White, and N. J. Moules, “Thematic analysis: Striving to meet the trustworthiness criteria,” International Journal of Qualitative Methods, vol. 16, pp. 1–13, 2017. https://doi.org/10.1177/1609406917733847
35
[35] C. E. Hmelo-Silver, “Problem-based learning: What and how do students learn?” Educational Psychology Review, vol. 16, no. 3, pp. 235–266, 2004. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
36
[36] S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410–8415, 2014. https://doi.org/10.1073/pnas.1319030111
37
[37] R. E. Mayer and R. Moreno, “Nine ways to reduce cognitive load in multimedia learning,” Educational Psychologist, vol. 38, no. 1, pp. 43–52, 2003. https://doi.org/10.1207/S15326985EP3801_6
38
[38] R. Moreno and R. E. Mayer, “Interactive multimodal learning environments,” Educational Psychology Review, vol. 19, pp. 309–326, 2007. https://doi.org/10.1007/s10648-007-9047-2
39
[39] M. I. Deunk, A. E. Smale-Jacobse, H. de Boer, S. Doolaard, and R. J. Bosker, “Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education,” Educational Research Review, vol. 24, pp. 31–54, 2018. https://doi.org/10.1016/j.edurev.2018.02.002
40
[40] M. J. Capp, “The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016,” International Journal of Inclusive Education, vol. 21, no. 8, pp. 791–807, 2017. https://doi.org/10.1080/13603116.2017.1325074
41
[41] M. Ainscow, “Promoting inclusion and equity in education: Lessons from international experiences,” Nordic Journal of Studies in Educational Policy, vol. 6, no. 1, pp. 7–16, 2020. https://doi.org/10.1080/20020317.2020.1729587
42
[42] M. Prince, “Does active learning work? A review of the research,” Journal of Engineering Education, vol. 93, no. 3, pp. 223–231, 2004. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
43
[43] A. Y. Kolb and D. A. Kolb, “Learning styles and learning spaces: Enhancing experiential learning in higher education,” Academy of Management Learning & Education, vol. 4, no. 2, pp. 193–212, 2005. https://doi.org/10.5465/amle.2005.17268566
44
[44] W. H. Jeynes, “The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis,” Urban Education, vol. 42, no. 1, pp. 82–110, 2007. https://doi.org/10.1177/0013124506296597
45
[45] J. Hattie and H. Timperley, “The power of feedback,” Review of Educational Research, vol. 77, no. 1, pp. 81–112, 2007. https://doi.org/10.3102/003465430298487
46
[46] B. J. Zimmerman, “Becoming a self-regulated learner: An overview,” Theory Into Practice, vol. 41, no. 2, pp. 64–70, 2002. https://doi.org/10.1207/s15430421tip4102_2
47
[47] Asrori, Psikologi Pendidikan: Pendekatan Multidisipliner. Banyumas, Indonesia: Pena Persada, 2020.
Author Biographies
Harir Jhibran
Department of Islamic Education
Susy Pransiska
Department of Islamic Education
License
Copyright (c) 2026 Harir Jhibran, Susy Pransiska
This work is licensed under a Creative Commons Attribution 4.0 International License.
Article Information
Published
2026-08-06