MODEL PEMBELAJARAN FIKIH DIGITAL MELALUI YOUTUBE DAN KAHOOT

Abstract

The intensification of digital transformation in contemporary education has fundamentally altered learning paradigms; however, fiqh instruction within Islamic Religious Education (IRE) remains predominantly anchored in transmissive, teacher-centered models. This pedagogical stagnation has generated a critical disjunction between instructional practices and the cognitive, technological, and socio-cultural realities of digitally native learners, resulting in diminished engagement and instrumental understanding of Islamic legal concepts. While digital pedagogy has gained scholarly traction, empirical investigations focusing on its integration within fiqh learning contexts remain notably underdeveloped. This study aims to critically examine the pedagogical implications of digital media integration in enhancing learning effectiveness and student engagement in fiqh education. Adopting a descriptive qualitative approach, data were collected through in-depth classroom observations and a systematic review of recent literature on technology-mediated Islamic education. The findings reveal that the strategic use of interactive digital platforms, such as YouTube and Kahoot, significantly enhances learners’ motivation, participatory dynamics, and conceptual depth in understanding fiqh principles. More importantly, digital media function not merely as instructional supplements but as catalysts for pedagogical reorientation toward student-centered, contextual, and meaning-oriented learning. Theoretically, this study contributes to the discourse on digital religious pedagogy by reconceptualizing fiqh learning in the digital age. Practically, it offers evidence-based insights for educators seeking to design adaptive, relevant, and future-responsive fiqh instruction.