IMPLEMENTASI TEORI KONSTRUKTIVISME LEV SEMONOVICH VYGOTSKY DALAM PEMBELAJARAN FIQIH DI MA’HAD ALY PONDOK PESANTREN AL-MUNAWWIR KRAPYAK YOGYAKARTA

Moh Faliqul Isbah, NIM.: 23204012009 (2026) IMPLEMENTASI TEORI KONSTRUKTIVISME LEV SEMONOVICH VYGOTSKY DALAM PEMBELAJARAN FIQIH DI MA’HAD ALY PONDOK PESANTREN AL-MUNAWWIR KRAPYAK YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (IMPLEMENTASI TEORI KONSTRUKTIVISME LEV SEMONOVICH VYGOTSKY DALAM PEMBELAJARAN FIQIH DI MA’HAD ALY PONDOK PESANTREN AL-MUNAWWIR KRAPYAK YOGYAKARTA) 23204012009_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (14MB) | Request a copy

Abstract

Fiqh learning in pesantren environments generally remains oriented toward normative textual mastery and patterns of knowledge transmission, so that it has not fully encouraged the development of students’ critical, reflective, and contextual thinking skills in responding to evolving socio-religious issues in society. This condition indicates the need for a learning approach that not only emphasizes cognitive aspects but also integrates social and cultural dimensions in a balanced manner within the fiqh learning process. Based on this problem, this study aims to analyze the implementation of Lev S. Vygotsky’s sociocultural constructivism theory in fiqh learning at Ma’had Aly Pondok Pesantren Al-Munawwir Krapyak Yogyakarta, focusing on the application of the concepts of Zone of Proximal Development (ZPD), scaffolding, and sociocultural interaction. This research employs a qualitative approach with a descriptive research type and a case study design. Data were collected through observations of the fiqh learning process, in-depth interviews with lecturers and students, and documentation of relevant academic activities. Data analysis was conducted using the interactive analysis model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and continuous conclusion drawing. The results indicate that Vygotsky’s sociocultural constructivism theory has been systematically implemented in fiqh learning at Ma’had Aly. The application of ZPD is reflected in lecturers’ guidance that adjusts to students’ levels of ability in understanding and analyzing fiqh texts. Scaffolding is realized through the provision of gradual assistance in the sorogan, bandongan, and musyawarah methods until students are able to learn independently. Meanwhile, the sociocultural approach is reflected in dialogical and collaborative interactions between lecturers and students, particularly through bahtsul masā’il forums and religious discussions. This implementation contributes to strengthening students’ critical, reflective, and contextual thinking skills in understanding and applying fiqh rulings.

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