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The reality of teaching system that was still teoritic and having not connection with the real life and environment, had caused the learners had ability to memorize something but not to apply it into the real life. Therefore, we needy to reform the implementation of the curriculum and teaching method in a school.
MTsN Malang I was one of the school that had applied the different teaching system which didn?t have much material to be memorized by the students the system involved more the students affective and psycomotoric one of teaching method used was contextual teaching method. It was the teaching method that the teacher provided the real life situation into the teaching learning process and required the students to make the correlation between their own knowledge to their real life.
This research aimed to understand the concept basic of contextual approach implementation, the way how to implement the contextual approach in fiqh teaching at MTsN Malang I and the supporting and obstacle factors of the contextual approach implementation in teaching learning process at MTsN Malang I.
In this research, the researcher used case study approach because the researcher needed to obtain the description of contextual approach implementation in fiqh teaching at MTsN Malang I. The researcher used several instruments such as observation, interview, and document analysis. The researcher also asked the wakaur of curriculum as the informant. The researcher used qualitative descriptive research to analyzed the data.
Finally, the researcher found several result. First, contextual approach was the learning strategy that involved the learners in teaching learning process so that they can construct the lesson of teaching learning activities. The situation of the class was more lively. Second, the contextual approach implementation in fiqh teaching provided the teaching learning activities which required the students? ability to understand their own material that they have learned by grouping and practicing the theory given directly. This approach also required the students to be more active and confident in giving an opinion of the material that they here learned the teacher role in this approach was a facilitator. The teacher designs some teaching strategies and lead them during the teaching learning process.
Assessments used by the teacher were classroom assessments for example, the teacher measured the students learning process directly. The last, the supporting factors the teacher?s creation teaching, media, the religion academic program and the students intellegence while obstacle factor were the lack of teacher?s creation. The teoritic material and the approach that was consuming more times.
Based on the result, it is very important to apply the contextual approach in teaching learning process in order to improve the students? affective and psychomotoric development so that the students were able to give their own idea and opinion. Besides, it also help the teacher to make the situation of teaching learning process more lifely so that we can reach the education goal.


Keyword : pendekatan kontekstual, pembelajaran fiqh

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pendekatan kontekstual; pembelajaran fiqh;UMM