Strengthening Critical Reasoning and Sharia Financial Literacy of Vocational High School Students through Problem-Based Learning in Muamalah Fiqh Learning on Digital Economy Issues
DOI:
10.51601/ijersc.v7i5.1120Published:
2026-10-30Downloads
Abstract
The massive penetration of digital transactions among adolescents presents real financial vulnerability due to low understanding of Islamic economic contracts and ethics. Conventional fiqh learning is often isolated in textual normative memorization without honing students' critical reasoning skills against contemporary realities. This study aims to comprehensively analyze the implementation of the Problem-Based Learning (PBL) model in the learning of Fiqh Muamalah and its impact on strengthening students' critical reasoning and sharia financial literacy on digital economy issues. The research design adopts a qualitative approach with a bounded system case study at SMK Darul Musyawirin Cirebon. The research participants include Fiqh Muamalah teachers, vice principals for curriculum, and grade XI students who are directly involved in the learning cycle. Data collection was carried out through semi-structured in-depth interviews, classroom participatory observations, and review of learning portfolio documentation. Data analysis was carried out cyclically through an interactive model of open coding-based data reduction, presentation of thematic matrix data, and conclusion drawing and verification that were validated through source triangulation, member check, and trail audit. The results of the study revealed that organizing learning through the stages of authentic problem orientation (such as paylater, online loans, and digital investment), legal literature investigation, intergroup discussion-rebuttal dialectic, and value reflection succeeded in transforming students' mindsets from textual-reproductive reasoning to contextual-analytic based on postulates. Students showed a surge in competence in distinguishing murabahah margins from time-based interest, identifying the elements of riba, gharar, and maisir, and compiling simple legal arguments of istinbath al-ahkam. In addition, the structural understanding was internalized into behavioral financial literacy that encourages transaction prudence and verification of sharia legality. This instructional model proves that the integration of real issues of the digital economy into the PBL syntax effectively bridges classical fiqh doctrine with modern challenges, while offering a transformative pedagogical framework for vocational Islamic education curriculum.
References
[1] A, A. C., & Nolen, A. (2021). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 13(6), 723–728.
[2] Agansi, M. (2024). Materi Penerapan Fikih Muamalah dalam Asuransi dan Perbankan Melalui Metode PBL untuk Meningkatkan Hasil Belajar Peserta Didik Kelas X di SMK Negeri 1 Kotamobagu. Al-Minhaj: Jurnal Pendidikan Islam, 7(1), 105–117.
[3] Alaban, A. G., & Buran-omar, A. P. (2023). Acceptability of the Proposed Competency-Based Curriculum and Instruction Model to Further Improve the Quality of Nursing Education. International Journal of Instruction, 16(2), 1037–1058.
[4] Anggraeni, S., & Lukitawati, L. (2026). The Effect of Problem Based Learning in Social Studies on Financial Literacy Material on the Knowledge Level of Ninth Grade Students at State Junior High School 13 in Semarang. Journal of Educational Sciences, 10(2), 3266–3284.
[5] Aspers, P., & Corte, U. (2019). What is Qualitative in Qualitative Research. Qualitative Sociology, 42(2), 139–160.
[6] Azizah, U., & Mardani, R. M. (2025). The Effect of Increasing Digitalization of Islamic Banking and Digital Financial Literacy on Generation-Z Saving Behavior at Islamic Banks with the Mediating Role of Halal Lifestyle. Electronic Journal of Education, Social Economics and Technology, 6(1), 996–1006.
[7] Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(14), 1–10.
[8] Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56(3), 1391–1412.
[9] Desy Wulan Ayuning Gumilar, & Khresna Bayu Sangka. (2024). The Mediating Role of Digital Financial Literacy: Examining How Problem Based Learning Influences Consumption Decision Making Among Adolescents. Jurnal Kependidikan, 10(3), 976–987.
[10] Diane F. Halpern. (2022). Thought and Knowledge: An Introduction to Critical Thinking (6th ed.). Routledge.
Fazrin, I. S. (2025). Problem-Based Learning sebagai Strategi Penguatan Berpikir Kritis dalam Pembelajaran Pendidikan Agama Islam. Tsaqafatuna: Jurnal Ilmu Pendidikan Islam, 7(1), 77–89.
[11] Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 1–13.
[12] Jaspers, W. M., Prins, F., Meijer, P. C., Mainhard, T., & Wubbels, T. (2022). Mentor teachers’ intended intervening during student teachers’ lessons: A vignette study in Dutch primary education. Teaching and Teacher Education, 117, 1–14.
[13] Kamila, F., & Rani, R. (2025). Sharia Financial Literacy in the Digital Era: The Role of the Younger Generation in Embracing the Transformation of Islamic Finance. Suhuf: International Journal of Islamic Studies, 37(2), 345–352.
[14] Khalifa, Y., & Hunt, L. (2022). Education of Unaccompanied Refugee Youth In High-Income Countries: Risk and Resilience Factors. Educational Research Review, 35, 1–14.
[15] Listrianti, F., Hidayah, T., & Lama, A. V. (2025). Enhancing Contextual Understanding and Critical Thinking in Fiqh Learning through Problem-Based Learning. Journal of Islamic Education Research, 6(1), 111–124.
[16] McGregor, S. L. T., & Alghamdi, A. K. H. (2024). Measuring Islamic Financial Literacy. Financial Planning Research Journal, 10(1), 1–19.
[17] Milakis, E. D. (2025). Collaborative project-based learning as a pedagogical strategy for inclusion in gifted STEAM education: Teachers’ perspectives from mixed-ability classrooms. International Journal of Multidisciplinary Trend, 7(5), 92–105.
[18] Nguyen, Q. D. (2015). What is reflection? A conceptual analysis of major definitions and a proposal of a five-component definition and model. ResearchGate.
[19] Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis: Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1), 1–13.
[20] Rasyidah, W., Nawang, W., Johari, F., & Shukor, S. A. (2025). Islamic Financial Literacy in Malaysia: Evidence from A Young Muslim Population. Global Business and Management Research: An International Journal, 17(3), 127–138.
[22] Salwa, F., & El-yunusi, M. Y. M. (2025). Penerapan Model Pembelajaran Problem Based Learning Dalam Meningkatkan Critical Thinking Siswa Pada Pembelajaran Fiqih. IRSYADUNA: Jurnal Studi Kemahasiswaan, 5(1), 240–260.
[23] Saputro, S. H., & Arianto, F. (2022). The Impact of Problem Based Learning on Learning Outcomes in Nursing Students. International Journal of Multidisciplinary Research and Analysis, 5(10), 2784–2788.
[24] Sidratul, L., & Mawardi, M. (2024). Efektivitas Model Problem Based Learning dalam Meningkatkan Pemahaman Fiqih Siswa Kelas XI MA Plus Anas Bin Malik Lekong Rembuk. Hidayah: Cendekia Pendidikan Islam Dan Hukum Syariah, 1(4), 1–11.
[25] Suyitno. (2021). Kepemimpinan Inovatif dalam Penyelenggaraan Pendidikan di Masa Pandemi Covid-19. Edukatif: Jurnal Ilmu Pendidikan, 3(6), 4245–4253.
[26] Tie, Y. C., Birks, M., & Francis, K. (2019). Grounded theory research: A design framework for novice researchers. SAGE Open Medicine, 7, 1–8.
[27] Usman, U., Repelita, R., Setiawan, R., & Hidayat, S. (2024). Differentiated Learning and Critical Thinking Skills Development in Biology: A Systematic Literature Review. Indonesian Journal of Multidisciplinary Research, 4(2), 447–454.
[28] Zendrato, D. R., & Lase, Y. N. (2025). Analysis of Mathematics Teachers’ Difficulties in Implementing Differentiated Learning under the Independent Curriculum. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 5(4), 1684–1698.
License
Copyright (c) 2026 International Journal of Educational Research & Social Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
