Internalization of Fiqh Values in the Formation of Student Character in MAN Insan Cendekia Serpong, South Tangerang City

Roida Afifah; Muhyiddin Tohir  Tamimi

doi:10.59188/jurnalsosains.v6i10.32805

Authors

Roida Afifah Universitas Cendekia Abditama
Muhyiddin Tohir Tamimi Universitas Cendekia Abditama

DOI:

https://doi.org/10.59188/jurnalsosains.v6i10.32805

Keywords:

Internalization of Values, Fiqh, Character Building, Islamic Religious Education

Abstract

Islamic education emphasizes character development alongside religious knowledge; however, values taught in the classroom are not always consistently reflected in students' daily behavior. This qualitative descriptive study examined the internalization of fiqh (Islamic jurisprudence) values, student character formation, and the perceived contribution of fiqh instruction at MAN Insan Cendekia Serpong, South Tangerang City. Data were collected through observations, semi-structured interviews with fiqh and Akidah Akhlak (Islamic creed and ethics) teachers and students, and document analysis. Data analysis involved data reduction, data display, and conclusion drawing, supported by source and methodological triangulation. The findings identified three interconnected stages of value internalization: value transformation, value transaction, and transinternalization. Classroom discussions and religious practices were reinforced through congregational prayers, the school's 5S culture, and structured daily routines within the boarding school environment. Interview responses and observational findings indicated behaviors reflecting religious commitment, discipline, honesty, responsibility, and respect for others. Interpreted through the dimensions of moral knowing, moral feeling, and moral action, these findings suggested that fiqh instruction could contribute to student character formation when supported by teachers' role modeling and consistent opportunities for practical application. Nevertheless, students demonstrated varying levels of behavioral consistency, and the observed character development could not be attributed exclusively to fiqh instruction. The study highlighted the importance of integrating classroom instruction with supervised daily practices while acknowledging the methodological limitations of a descriptive study conducted at a single educational institution.

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