Fiqh Teachers' Strategies in Developing Students' Affective Domain through Active Learning and Role Modeling at an Islamic Elementary School
Abstract
Fiqh instruction at Islamic elementary schools (Madrasah Ibtidaiyah) has emphasized cognitive mastery, leaving the development of students' affective domain underexplored, particularly through active learning and teacher role modeling. This study describes and analyzes Fiqh teachers' strategies for developing students' affective domain through active learning and role modeling at MI DDI Sulewatang (Sulewatang Islamic Elementary School under the Darud Da'wah Wal-Irsyad foundation), Polewali Mandar Regency, using a qualitative approach with a descriptive case study design. Data were collected through classroom observation, interviews with the head of the madrasah, teachers, and students from grades III, IV, and V, and institutional documentation gathered in 2022, then analyzed through data reduction, display, and conclusion drawing, with validity examined through source and technique triangulation. Findings show that Fiqh teachers developed students' affective domain through six strategies: creating enjoyable learning, activating student participation, applying discussion, using question-and-answer techniques, conducting group learning of four to five members, and demonstrating moral role modeling through polite speech, appropriate dress, religious practice, and positive behavior. These strategies generated increased enthusiasm, greater engagement in answering questions, participation in discussion and group work, and reduced boredom, while teachers' exemplary behavior was observed and imitated by students daily. The study concludes that affective development occurs through integrating participatory activities with the consistency of teachers' personal character, helping students receive, respond to, value, and begin habituating Fiqh values in madrasah life. Teachers are advised to link activities to specific affective objectives and add reflection, while administrators should strengthen collaboration with students' families.
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