Implementation of Jean Piaget's Constructivist Learning Theory in Fiqh Lessons at MI Muhammadiyah 14 Pambon Brondong

Muhaiminah

doi:10.59890/ijels.v3i12.227

Authors

Muhaiminah Universitas Muhammadiyah Malang

DOI:

https://doi.org/10.59890/ijels.v3i12.227

Keywords:

Implementation, Constructivist Theory, Fiqh Learning.

Abstract

This study aims to analyze the implementation of Jean Piaget’s constructivist learning theory in Fiqh instruction at MI Muhammadiyah 14 Pambon Brondong. The main focus of the study is on how constructivist principles—such as meaningful learning, concept discovery through direct experience, social interaction, and the adjustment of instructional strategies to students’ stages of cognitive development—are applied by teachers in the learning process. This research employs a qualitative approach with a descriptive research design. Data collection techniques include observation, interviews, and documentation, while data analysis is conducted using the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing. The results indicate that the application of Jean Piaget’s constructivist theory in Fiqh learning at MI Muhammadiyah 14 Pambon Brondong has been effectively implemented through student-centered learning strategies. Teachers act as facilitators who help students construct their own knowledge independently through group discussions, worship simulations, case studies, and reflection on religious values. This approach aligns with the characteristics of the concrete operational stage of elementary school students, in which conceptual understanding is developed through real-life experiences. The implementation of this theory has a positive impact on increasing students’ active participation, critical thinking skills, and conceptual understanding of Fiqh teachings.

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