PROJECT-BASED LEARNING BASED ON ISLAMIC RELIGIOUS EDUCATION: A METHOD OF LEARNING DISASTER FIQH (TAHARA, PRAYER, AND MANAGEMENT OF THE CORPSE) IN A POST-NATURAL DISASTER SETTING

Abstract

Indonesia as a disaster-prone region gives rise to serious problems in carrying out the main religious obligations of Muslims after natural disasters. Conventional normative and textual Islamic jurisprudence learning is considered to be unable to equip students with applicable competencies and contextual legal reasoning in emergency conditions that are full of limitations. This qualitative literature study aims to analyze the potential of integrating Project-Based Learning (PjBL) based on Islamic Religious Education as a method for learning Disaster Jurisprudence in the aspects of Thaharah, Prayer, and Funeral Management. The results of the study indicate that the implementation of PjBL effectively improves students' cognitive-procedural understanding of the concept of rukhsah and adaptive worship procedures . The process of preparing projects based on disaster scenarios fosters a collaborative learning environment that hones creativity and integrative problem-solving skills. Furthermore, this approach successfully internalizes Islamic Religious Education values such as empathy, social responsibility (fardhu kifayah), and mercy, while simultaneously building spiritual preparedness (spiritual resilience) as a foundation for self-resilience. It is concluded that Islamic Religious Education-Based Project-Based Learning (PjBL) is a holistic and transformative pedagogical paradigm, capable of bridging the gap between Islamic jurisprudence theory and the reality of disasters. The research findings are recommended for implementation through the development of a Teacher Guide Module for Project-Based Disaster Jurisprudence learning, teacher training, and integration into the local curriculum in disaster-prone areas.