@mastersthesis{digilib75954,
           month = {January},
           title = {IMPLEMENTASI MODEL PEMBELAJARAN FUN-TASTIC BERBASIS FUN LEARNING PADA MATA PELAJARAN FIKIH DI MTS MA?ARIF DARUSSHOLIHIN SLEMAN YOGYAKARTA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 21204012068 Vika Kartikasari},
            year = {2026},
            note = {Prof. Dr. H. Tasman Hamami, M.A.},
        keywords = {Fun-Tastic Learning Model; fun learning; fiqh learning; Islamic Philanthropy.},
             url = {https://digilib.uin-suka.ac.id/id/eprint/75954/},
        abstract = {This research is motivated by the phenomenon of student burnout in studying Fiqh, which is often perceived as rigid, theocentric, and overly theoretical. Innovation through interactive and recreative learning models is essential to dismantle learning barriers and increase student attention toward Islamic philanthropy materials. This study aims to: (1) Analyze the conceptual construction of the Fun-Tastic learning model based on Fun Learning; (2) Describe the dynamics of the model's implementation on the topics of Infak, Alms (Sedekah), Grants (Hibah), and Gifts (Hadiah) at MTs Ma?arif Darussholihin; (3) Analyze the implications and impacts of the model's implementation on the internalization of understanding and students' affective changes.
This descriptive-phenomenological qualitative research is located at MTs Ma?arif Darussholihin. Data were collected through observation, documentation studies, and in-depth interviews with key informants (the Headmaster, Vice Head of Curriculum, Fiqh teachers, and students). Data validity was ensured through source triangulation. Data analysis followed the Miles, Huberman, and Saldana interactive model, encompassing data condensation, data display, and conclusion drawing.
The results indicate that: (1) The conceptual construction of the Fun-Tastic Model integrates gamification and constructivism to transform formal legal texts into problem-solving activities. (2) The implementation successfully creates a recreative learning ecosystem that reduces students' emotional barriers and learning anxiety. (3) The impact includes a more accurate understanding of the material, the growth of intrinsic motivation to share, and active involvement in philanthropy simulations. These findings emphasize that joyful learning is directly proportional to the depth of understanding the essence of Fiqh. This study recommends that madrasahs reformulate Fiqh learning strategies from textual-based to experiential-based. Furthermore, it opens opportunities for future researchers to test this model on a broader scale through Research and Development (R\&D) to produce a more standardized learning model.}
}