The Implementation of an Outdoor Learning Based Instructional Model in the Fiqh Course at the Institute Pesantren Babakan Cirebon

Abstract

Fiqh education in pesantren plays a crucial role in shaping student’s religious understanding and practical competencies; however, instructional practices often remain dominated by conventional, lecture-centered approaches that emphasize textual memorization and provide limited opportunities for real-life application. This study aims to explore the design, implementation, challenges, and effectiveness of an outdoor learning–based instructional model in the fiqh course at the Institute Pesanten Babakan Cirebon. Employing a qualitative research approach with a phenomenological case study design, data were collected through in-depth interviews, participant observation, and document analysis involving instructors, students, and institutional stakeholders. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, supported by triangulation and member checking to ensure trustworthiness. The findings reveal that the outdoor learning model integrates experiential learning principles with Islamic educational philosophy through authentic learning environments, contextual pedagogical strategies, and authentic assessment. Implementation of the model enhances student’s fiqh competencies across cognitive, affective, and psychomotor domains, evidenced by improved conceptual understanding, stronger applicative reasoning, increased motivation, and the development of social and inquiry skills. Despite these positive outcomes, challenges related to institutional resources, scheduling, instructor preparedness, and cultural perceptions were identified. Overall, the study concludes that outdoor learning constitutes a pedagogically effective and contextually relevant approach for bridging classical fiqh texts with contemporary lived realities, representing a meaningful form of pedagogical renewal (tajdid) within Islamic higher education.