Penguatan Literasi Keagamaan melalui Pengajaran Kitab Fathul Qorib pada Siswa Tsanawiyah

Abstract

This study analyzes how the teaching of Fathul Qorib develops textual literacy and contextual fiqh reasoning among students at an Islamic junior secondary school. The study responds to the conceptual tendency to treat religious literacy as a broad combination of reading ability, religious knowledge, attitudes, and behavior without explaining the learning mechanisms connecting them. A qualitative field approach was employed through classroom observation, semi-structured interviews, and documentation of syllabi, lesson plans, learning notes, and activity records. Data were analyzed through condensation, thematic display, and conclusion drawing, with source and method triangulation and member checking. The findings show that Fathul Qorib was taught as local curricular content through structured planning, bandongan, interactive explanation, discussion, and guided reading of unvocalized Arabic texts. Students learned to recognize vocabulary and grammatical cues, reconstruct the meaning of fiqh propositions, classify legal concepts, and relate rules of worship to everyday cases. Teacher mediation was decisive because the concise text does not independently provide the historical, evidentiary, or contemporary context required by novice learners. The findings are conceptualized as a Turath-Based Religious Literacy Cycle consisting of textual decoding, semantic reconstruction, conceptual mapping, contextual problematization, reasoned judgment, and reflective application. Uneven Arabic proficiency, limited instructional time, and dependence on teacher explanation constrain students' movement from decoding to independent reasoning. The study concludes that Fathul Qorib should not be positioned as an automatically authoritative answer to every contemporary issue, but as a disciplined entry point into the Shafi'i fiqh tradition. Since the qualitative design did not measure pre-post change, the results describe pedagogical processes and perceived development rather than proving causal effectiveness.