The Preserving Religion through Fiqh: A Maqāṣid al-sharīʿah Reading of the Worship Learning Outcomes in the Love-Based Curriculum for Madrasah Tsanawiyah

Intan Nurrisma; Sri Suyanta; Hayati Hayati

doi:10.32806/jf.v15i02.2338

Authors

Intan Nurrisma Universitas Islam Negeri Ar-Raniry Banda Aceh, Indonesia
Sri Suyanta Universitas Islam Negeri Ar-Raniry Banda Aceh, Indonesia
Hayati Hayati Universitas Islam Negeri Ar-Raniry Banda Aceh, Indonesia

DOI:

https://doi.org/10.32806/jf.v15i02.2338

Keywords:

Maqāṣid al-sharīʿah; Ḥifẓ al-dīn; Fiqh learning outcomes; Love-Based Curriculum; Bloom's revised taxonomy

Abstract

Islamic education aspires to whole-person formation, yet its instruction in worship is easily reduced to memorization. This study examines how the preservation of religion (ḥifẓ al-dīn), a core objective of maqāṣid al-sharīʿah, structures the intended learning outcomes of Fiqh in Indonesia's Love-Based Curriculum (Kurikulum Berbasis Cinta) for Madrasah Tsanawiyah, and at what cognitive level those outcomes are written. Using a qualitative documentary design, it applies systematic content analysis and a three-column mapping instrument to the worship (ʿibādah) outcomes of the official 2024 learning-outcome policy (CP 2024, Fase D), distinguishing verbatim policy text, the authors' interpretive indicators, and a classification according to Bloom's revised taxonomy. Two findings emerge. First, ḥifẓ al-dīn is legible across both of its classical registers: the affirmative register (al-wujūd) governs performative worship, while the protective register (al-ʿadam) governs validity conditions, dispensations, and lawful–unlawful distinctions. Second, an asymmetry is internal to the document. The single verb "understand" (C2) governs every worship domain, which falls below the analysis (C4) prescribed by the curriculum's own descriptors and omits the affective and psychomotor formation that its rationale demands. The contribution is diagnostic rather than a claim of harmony: decomposed into registers and paired with a taxonomic reading, ḥifẓ al-dīn functions as an instrument for locating the aspiration–operationalization gap in outcome verbs. The study recommends raising the outcome verb and making affective indicators explicit, and offers a falsifiable framework for testing across the wider curriculum and the classroom

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