Volume III: Education and Ecological Literacy

Development of A Tpack-Based Fiqh Learning Model in Madrasah Aliyah: Teacher Needs Analysis

  • Ani Fatimah Zahra Saifi UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

TPACK, Fiqh Learning, Needs Assessment, Madrasah Aliyah, Teachers.

Abstract

Fiqh learning is often characterized by rote memorization and the verbal delivery of instructional content with limited use of visual or interactive learning media. This condition reduces students' interest and makes it difficult for them to understand Islamic legal concepts that should be applicable to everyday life. Therefore, there is a need for a learning model that comprehensively integrates pedagogical, content, and technological aspects. Previous research on TPACK in Islamic education has predominantly focused on assessing teachers’ TPACK competencies and the effectiveness of technology use. However, limited attention has been given to the development of instructional models that systematically and simultaneously integrate technological, pedagogical, and Fiqh content knowledge in response to teachers’ actual needs and the specific characteristics of Fiqh instruction in Madrasah Aliyah. This study aims to analyze teachers' needs for the development of a TPACK-based Fiqh learning model. This study constitutes part of a Research and Development (R&D) project based on the 4D model (Define, Design, Develop, and Disseminate), with a particular focus on the Define stage (needs analysis). The study employed a mixed-methods approach by integrating a descriptive quantitative approach through questionnaire administration to Fiqh teachers and a qualitative approach through semi-structured interviews to obtain a more comprehensive understanding of teachers' needs for the development of a TPACK-based Fiqh learning model. As an applied and contextual discipline, Fiqh requires instructional approaches that go beyond theoretical explanation and emphasize practical implementation. Accordingly, Fiqh instruction should promote experiential learning (learning by doing) through activities such as worship practices and simulations of muamalah (Islamic social and economic transactions), enabling students to internalize Islamic legal values in their daily lives. The Technological Pedagogical Content Knowledge (TPACK) framework integrates multiple domains of teacher knowledge, including Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and their intersections, with an emphasis on the effective integration of technology to support content delivery and achieve pedagogical objectives. The needs assessment revealed an overall mean score of 3.87 on a five-point Likert scale. Based on the established interpretation criteria, this score falls within the high category, indicating that teachers have a strong need for the development of a TPACK-based Fiqh learning model to support more effective and meaningful instruction in Madrasah Aliyah. The findings provide an empirical basis for designing a TPACK-based Fiqh learning model that is responsive to teachers' needs and relevant to the characteristics of Fiqh instruction in Madrasah Aliyah.

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