The implementation of Tafsir instruction in Islamic boarding schools generally still faces various challenges, particularly in relating the content of Qur’anic verses to the daily realities of students’ lives. The learning process tends to be textual and theoretical, so the understanding gained by students is not yet fully applicable or meaningful in real life. One approach that can be used is the contextual approach, or Contextual Teaching and Learning (CTL), which emphasizes the connection between learning material and students’ real-life experiences.
This study aims to provide an in-depth description of the application of the contextual approach in Tafsir instruction for eighth-grade students at the Nashrus Sunnah Islamic Boarding School in Madiun. The research focuses on the conditions of instruction, the application of CTL components, supporting and inhibiting factors, and the resulting impact on students’ understanding. This study employs a qualitative approach with a descriptive research design. Data collection techniques included direct observation of the learning process, interviews with teachers and students, and documentation as supporting data. Data analysis was conducted in three stages: data reduction, data presentation, and systematic conclusion drawing.
The research findings indicate that the application of the contextual approach in Tafsir instruction has been quite successful. Teachers were able to implement the seven components of CTL by linking Tafsir material to everyday life through discussions, concrete examples, and reflection. This approach has had a positive impact in the form of improved understanding, engagement, and motivation among students. However, there are still challenges, such as time constraints, differences in students’ abilities, and learning habits that tend to be passive. Thus, the contextual approach has proven effective in improving the quality of Tafsir instruction and helping students understand and apply the values of the Qur’an more practically in their daily lives.