IMPLEMENTING DEEP LEARNING THROUGH MINDFUL, MEANINGFUL, AND JOYFUL LEARNING PRINCIPLES IN FUNERAL PRAYER LESSONS

Abstract

Fiqh learning requires more than the transmission of religious concepts because students need to develop conscious understanding, contextual meaning, and practical competence in performing Islamic rituals. This study aims to examine the implementation of the Deep Learning approach through Mindful Learning, Meaningful Learning, and Joyful Learning in Fiqh learning on funeral prayer at MTs Muhammadiyah 2 Jenangan Ponorogo. A qualitative case study design was employed, with data collected through classroom observation, in depth interviews, and documentation involving the principal, Fiqh teacher, and ninth grade students. Data were analyzed through data reduction, data display, and conclusion drawing and verification, while credibility was established through source and technique triangulation. The findings show that Mindful Learning was implemented through explicit learning objectives, apperception, and triggering questions that encouraged students to connect prior experiences with the lesson. Meaningful Learning was realized through group discussion, case analysis, presentation, demonstration, and direct funeral prayer practice, enabling students to connect conceptual knowledge with real life situations. Joyful Learning was fostered through varied methods, instructional media, collaboration, and interactive practice, which increased students’ participation, confidence, and enthusiasm. The findings indicate that the integrated Deep Learning approach can strengthen student centered Fiqh learning by connecting awareness, meaning, enjoyment, and practical competence.