A Digital Visual Ethical Internalization Model for Fiqh Education: Insights from Canva-Based Project Learning
DOI:
https://doi.org/10.69552/nz0egz37Keywords:
Canva, Project-Based Learning, Fiqh Education, Ethical Value Internalization, Islamic EducationAbstract
This study aims to explore the process of ethical value internalization through Canva-based Project-Based Learning (PjBL) in Fiqh education at MA Al-Mutamakkin Jombang. A qualitative case study design was employed involving one Fiqh teacher, one curriculum coordinator, and twenty Grade X students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and reflective journals and analyzed using thematic analysis through open, axial, and selective coding. The findings reveal four interconnected processes that support ethical value internalization: visual representation as a mediating tool for ethical understanding, collaborative meaning-making through project work, reflective moral awareness, and ethical character development. Canva-based PjBL helped students transform abstract Islamic ethical concepts into meaningful visual representations, engage in collaborative discussions, and reflect on ethical practices in daily life. These experiences contributed to the development of honesty, responsibility, and empathy. The study also proposes a Digital Visual Ethical Internalization Model that explains how visual representation, collaboration, and reflection facilitate moral development. The findings imply that integrating digital visual technology with project-based learning can strengthen value-based Islamic education and support ethical character formation in Fiqh instruction.
References
Ali, S., & Sajid, M. (2021). Sustainability of Project-Based Learning by Incorporating Transdisciplinary Design in Fabrication of Hydraulic Robot Arm. Sustainability, 13(14), 7949. https://doi.org/https://doi.org/10.3390/su13147949
Anifah, N., & Yunus. (2021). Ta’dib education in character development of students in the time of covid-19. JIEBAR : Journal of Islamic Education: Basic and Applied Research, 02(02), 89–106. https://doi.org/10.33853/jiebar.v2i2
Birdman, J., Wiek, A., & Lang, D. J. (2022). Developing key competencies in sustainability through project-based learning in graduate sustainability programs. International Journal of Sustainability in Higher Education, 23(5), 1139–1157. https://doi.org/https://doi.org/10.1108/IJSHE-12-2020-0506
Chang, C., & Chen, Y. (2022). Educational values and challenges of i-STEM project-based learning : A mixed-methods study with data-transformation design. Frontiers in Psychology, 13(976724), 1–11. https://doi.org/https://doi.org/10.3389/fpsyg.2022.976724
Cruz, S., Viseu, F., & Lencastre, J. A. (2022). Project-Based Learning Methodology as a Promoter of Learning Math Concepts : A Scoping Review. Frontiers in Education, 7(July), 1–11. https://doi.org/10.3389/feduc.2022.953390
Farrow, J., Kavanagh, S. S., & Samudra, P. (2022). Exploring Relationships between Professional Development and Teachers ’ Enactments of Project-Based Learning. Education Sciences, 12(4), 282. https://doi.org/https://doi.org/10.3390/educsci12040282
Gibbons, J. (2023). Use of digital technologies for collaborative writing. In Language Learning and Language Teaching (Vol. 59, pp. 202–228). https://doi.org/10.1075/lllt.59.09gib
Han, S., Liu, D., & Lv, Y. (2022). The Influence of Psychological Safety on Students ’ Creativity in Project-Based Learning : The Mediating Role of Psychological Empowerment. Frontiers in Psychology, 13(April), 1–13. https://doi.org/10.3389/fpsyg.2022.865123
Harlow, V., & Wen, H. (2022). Preparing teacher candidates to implement digital storytelling. Computers and Education Open, 3(June), 100079. https://doi.org/10.1016/j.caeo.2022.100079
Himes, M. P., Spires, H. A., Krupa, E. E., Borden, M. L., & Eagle, J. L. (2023). Project-Based Inquiry ( PBI ) Global during a Pandemic : A New Learning Ecology Perspective. Education Sciences, 13(11), 1099. https://doi.org/https://doi.org/10.3390/educsci13111099
Hsieh, J. C., & Lee, J. S. (2023). Digital storytelling outcomes , emotions , grit , and perceptions among EFL middle school learners : robot-assisted versus PowerPoint-assisted presentations. Computer Assisted Language Learning, 36(5–6), 1088–1115. https://doi.org/10.1080/09588221.2021.1969410
Huda, M. N. (2021). Kontekstualisasi Kitab Ayyuha Al Walad : Pengarusutamaan Konsep Pendidikan Karakter Imam Al-Ghazali di Era Modern. EL-BANAT: Jurnal Pemikiran Dan Pendidikan Islam, 6(1), 145–162. https://doi.org/https://doi.org/10.54180/elbanat.2021.11.2.145-162
John W. Creswell, C. N. P. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publications.
Kim, J., Lee, H., & Hoan, Y. (2022). Learning design to support student-AI collaboration : perspectives of leading teachers for AI in education. Education and Information Technologies, 27, 6069–6104. https://doi.org/10.1007/s10639-021-10831-6
Lazareva, A., & Cruz-martinez, G. (2021). Digital Storytelling Project as a Way to Engage Students in Twenty-First Century Skills. International Studies Perspectives, 22, 383–406. https://doi.org/10.1093/isp/ekaa017
Lis, F. De, & Mujico, G. (2024). Measuring student and educator digital competence beyond self ‑ assessment : Developing and validating two rubric ‑ based frameworks. Education and Information Technologies, 29(11), 13299–13324. https://doi.org/10.1007/s10639-023-12363-7
Maarit, R., Juho, O., Oikarinen, K., & Havu, S. (2022). Students’ collaboration in technology-enhanced reciprocal peer tutoring as an approach towards learning mathematics. Education and Information Technologies, 27, 7519–7548. https://doi.org/https://doi.org/10.1007/s10639-021-10799-3
Manuel, J., & Oliveira, N. De. (2023). Reflecting on 21 years of running full PBL programs. Frontiers in Education, 8(February), 1–7. https://doi.org/10.3389/feduc.2023.1033764
Mayer, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1). https://doi.org/10.1007/s10648-023-09842-1
Meletiadou, E. (2022). Using Educational Digital Storytelling to Enhance Multilingual Students’ Writing Skills in Higher Education. Iafor Journal of Education, 10(2), 111–130. https://doi.org/10.22492/ije.10.2.06
Melguizo-garín, A., Ruiz-Rodríguez, I., Peláez-Fernández, M. A., Salas-rodríguez, J., & Serrano-ibáñez, E. R. (2022). Relationship Between Group Work Competencies and Satisfaction With Project-Based Learning Among University Students. Frontiers in Psychology, 13(February), 1–5. https://doi.org/10.3389/fpsyg.2022.811864
Muhsi, I. A., & Nadlif, A. (2021). Imam Al-Ghazali’s perspective moral education. Academia Open, 4(Juni). https://doi.org/https://doi.org/10.21070/acopen.4.2021.2717
Munthe, M. Z., Putri, D., & Jupriaman. (2024). Transformasi Digital Dalam Pendidikan MI/SD. Tarbiyah Bil Qalam : Jurnal Pendidikan Agama Dan Sains, 8(1). https://doi.org/10.58822/tbq.v8i1.197
Natsir, M. I. & A. (2023). Implementasi Pembelajaran Fiqih dalam Pembentukan Karakter Peserta Didik Peduli Lingkungan (Studi Kasus di Sekolah Adiwiyata MTs Al-Hikam Jatirejo Diwek Jombang). Sumbula : Jurnal Studi Keagamaan Dan Budaya, 8(2), 201–223. https://doi.org/10.32492/sumbula.v8i2.5575
Pewangi, M., & Ferdinan. (2025). Strategies for Shaping Students’ Religious Character Through Islamic Education at Madrasah Tsanawiyah. MUMTAZ: Jurnal Pendidikan Agama Islam, 5(2), 481–494. https://doi.org/https://doi.org/10.69552/mumtaz.v5i2.3146
Safitri, S. S., & Anshori, S. (2024). Strategi Pembelajaran Fiqih Berbasis Kompetensi 4C (Communication, Collaboration, Critical Thinking and Problem Solving, dan Creative and Innovative) di MA Hasyim Asy’ari Jogoroto Jombang. Al Tadib : Jurnal Ilmu Pendidikan, 14(1), 37–44. https://doi.org/10.33752/altadib.v14i01.4456
Saldana, J. (2015). The Coding Manual for Qualitative Researchers. SAGE Publications.
Schewior, L., & Lindner, M. A. (2024). Revisiting Picture Functions in Multimedia Testing : Educational Psychology Review, 36(2), 1–30. https://doi.org/10.1007/s10648-024-09883-0
Schwarz, B. B., Swidan, O., Prusak, N., & Palatnik, A. (2021). Can teachers understand progress of concurrent collaborating groups ? Collaborative learning in mathematics classrooms : Can teachers understand progress of concurrent collaborating groups ? Computers & Education, 165(3), 104151. https://doi.org/10.1016/j.compedu.2021.104151
Selirowangi, N. B., Wajdi, M. B. N., & Marpuah, S. (2026). Integrating Digital Learning Media to Enhance Religious Understanding and Character Formation in Elementary Islamic Education. MUMTAZ : Jurnal PendidikanAgama Islam, 6(1), 279–295. https://doi.org/https://doi.org/10.69552/mumtaz.v6i1.3594
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). SAGE Publications.
Zhan, Z., Shen, W., & Lin, W. (2022). Effect of product-based pedagogy on students ’ project management skills , learning achievement , creativity , and innovative thinking in a high-school artificial intelligence course. Frontiers in Psychology, 13(August), 1–16. https://doi.org/10.3389/fpsyg.2022.849842
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects : a meta-analysis study. Frontiers in Psychology, 14(July), 1–14. https://doi.org/10.3389/fpsyg.2023.1202728
Zhang, S., Chen, H., Wen, Y., Deng, L., Cai, Z., & Sun, M. (2021). Exploring the influence of interactive network and collective knowledge construction mode on students’ perceived collective agency. Computers & Education, 171. https://doi.org/https://doi.org/10.1016/j.compedu.2021.104240
Downloads
Published
Issue
Section
License
Copyright (c) 2026 M. Dzikrul Hakim Al Ghozali, Puspita Handayani, Ajat Sudrajat, Rafiqa Noviyani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
