IMPLEMENTATION OF STUDENT-CENTERED LEARNING IN INCREASING COGNITIVE ENGAGEMENT AND SELF-REGULATED LEARNING IN FIQH LEARNING IN MADRASAH TSANAWIYAH

Abstract

The transformation of 21st-century education demands learning that fosters cognitive engagement and independent learning in students. However, fiqh learning in Islamic junior high schools (Madrasah Tsanawiyah) is still dominated by a teacher-centered approach, resulting in suboptimal student participation and self-regulated learning. This study aims to analyze the implementation of Student-Centered Learning (SCL) in enhancing cognitive engagement and self-regulated learning in fiqh learning in Islamic junior high schools (Madrasah Tsanawiyah). The study employed a qualitative approach with field research. Informants included the madrasah principal, fiqh teachers, and students selected purposively. Data were collected through observation, interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña models. Data validity was tested through source triangulation, technical triangulation, and member checking. The results indicate that the implementation of Student-Centered Learning through group discussions, problem-based learning, collaborative learning, and inquiry learning can improve students' thinking skills, analytical skills, problem-solving skills, and reflection. This approach also develops self-regulated learning through the ability to plan, monitor, and evaluate learning and strengthen intrinsic motivation. Successful implementation is supported by teacher competence, school culture, learning facilities, and the leadership of the madrasah principal. Thus, Student-Centered Learning is an effective approach to improving the quality of fiqh learning, making it more active, reflective, and student-centered.