Model Ctl (Contextualteaching And Learning) In Learning Fiqh

Abstract

The pattern of fiqh learning is sought to be able to arouse students' learning creativity. In order to make fiqh learning easier and more fun, learning must be linked as optimally as possible to real life in students' minds, so that it is meaningful in students' lives and does not feel abstract. Fiqh learning is also expected to be oriented towards equipping students in the form of knowledge, mindset, attitudes and skills. Through contextual learning fiqh subjects can be given to students to apply fiqh principles to the real world, so it is hoped that the level of student understanding can increase and be able to apply the knowledge gained in life for the long term. In the learning process a teacher is required to be active so that students do not feel bored when the teaching and learning process takes place so that feedback occurs with students, this activity is in the form of dialogue before and after teaching and learning activities, early learning dialogue activities are intended for student appreciation while the final dialogue of learning activities intended to find out how much students understand the fiqh subjects that have been delivered by the teacher. learning is said to have used the contextual teaching and learning approach if it has used the seven components that exist in contextual learning namely: Constructivism (inquiry), Questioning (Questioning), Modeling (Modeling), Community learning (Community learning), Reflection, Authentic assessment.