MODEL PEMBELAJARAN FIKIH BERBASIS KITAB KUNING DALAM INTERNALISASI NILAI UBUDIYAH SANTRI DI PESANTREN

Abstract

This study aims to analyze and construct a yellow book-based fiqh learning model in the internalization of ubudiyah values among students at Pondok Pesantren An-Nur Haji Alwi Rambipuji Jember. The study was motivated by the tendency of fiqh learning to focus primarily on legal-formal aspects and cognitive mastery, while the spiritual and practical dimensions of religiosity have not been optimally internalized among students. This research employed a qualitative approach with a case study design. Data were collected through passive participatory observation, semi-structured in-depth interviews, and documentation studies. The research informants consisted of pesantren caregivers, madrasah principals, fiqh teachers, yellow book instructors, pesantren administrators, and students. Data analysis used the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings reveal that the yellow book-based fiqh learning model was constructed through the integration of knowledge transmission, spiritual exemplification, ubudiyah habituation, hidden curriculum, and the religious culture of the pesantren implemented collectively within a twenty-four-hour boarding system. The internalization of ubudiyah values occurred not only through formal yellow book learning but also through worship habituation, collective dormitory life, religious social control, and the exemplary conduct of kiai and teachers in daily life. The novelty of this study lies in the construction of a spiritual pedagogy model based on yellow book learning that positions fiqh education not merely as the transmission of Islamic legal knowledge, but also as a transformative process for shaping students’ religious habitus in an integrative manner. This study contributes to the development of Islamic education studies, particularly in strengthening pesantren-based fiqh learning models that integrate intellectual, spiritual, and practical dimensions of students’ religiosity.