ABSTRACT

Akbarrullah. 2026. Teacher Strategies in Increasing Student Learning Interest in the Study of the Mabadi' Fikhiyyah Book at SMP IBS Tahfidzul Qur'an Al-Qolam Magetan. Islamic Religious Education Study Program. Faculty of Islamic Studies. Advisors (I) Dr. Lilis Sumaryanti, M.Pd.; and (II) Afitria Rizkiana, M.Psi., Psychologist.

Keywords: Teacher Strategy, Learning Interest, Mabadi' Fikhiyyah Book, Fiqh Learning, Islamic Boarding School.

The low level of student interest in learning the Mabadi' Fikhiyyah book at SMP IBS Tahfidzul Qur'an Al-Qolam Magetan is marked by minimal active student engagement, weak responses to teacher questions, and a gap in Arabic text reading ability that has not been systematically addressed. This research aims to: (1) describe the condition of student learning interest, (2) identify the fiqh teacher's strategies, and (3) analyze the results of applying those strategies. The approach used is descriptive qualitative with a case study design, with data collected through eight observations, semi-structured interviews with one fiqh teacher and ten seventh-grade students as informants, observations of fourteen seventh-grade students, and learning documentation. The analysis used the Miles and Huberman interactive model, with data validity ensured through source triangulation and member checking.

The research findings reveal three main points. First, student learning interest is dynamic and falls into the moderate category—increasing when active methods are applied and decreasing during conventional lecturing—with three typologies: high intrinsic interest (Type A, 2–3 students), method-responsive (Type B, 5–6 students), and hindered by Arabic literacy (Type C, 1–2 students). Second, the teacher implements ten integrated strategy patterns: (1) interactive lecturing with spontaneous question-and-answer, (2) demonstration and hands-on practice, (3) case-study-based group discussion, (4) simulation of worship situations, (5) problem-based learning, (6) use of visual media, (7) constructive feedback and appreciation, (8) contextualizing material with daily worship routines, (9) cooperative inter-group presentations, and (10) pre-lesson murāja'ah (review) and Arabic literacy mentoring.

The tenth strategy is a distinctive local advantage that goes beyond the nine methods found in the literature review, as it ensures all students have equal access to the Arabic text before core instruction begins. Third, the application of active strategies increased student participation and produced a spillover effect in the form of fiqh discussions continuing outside the classroom. The pesantren environment, with its daily worship routines, proved to be a significant reinforcing factor for the effectiveness of the strategies, while the structural constraint of a forty-five-minute time allocation per session emerged as an obstacle requiring a response at the school policy level.