The Development of Analytical Skills through Analytical Role-Playing on Al-Fiqh Subject for Intermediate Islamic Studies Stage Students Year 3

Abstract

This research aimed to: 1) develop and determine the efficiency of an instructional plan for the Al-Fiqh course using analytical role-play based on the 70/70 efficiency criterion, 2) assess the analytical thinking skills of third-year Islamic Studies students according to the 70 percent criterion, 3) compare students' learning achievement in the Al-Fiqh course before and after learning through analytical role-play, and 4) evaluate students' satisfaction toward learning through analytical role-play in the Al-Fiqh course. The sample consisted of 40 third-year Islamic Studies students selected through purposive sampling. The research instruments included: 1) an instructional plan using analytical role-play, 2) an analytical thinking skills assessment form, 3) an achievement test, and 4) a student satisfaction questionnaire. The data were analyzed using mean, standard deviation, and a paired sample t-test. The results revealed that: 1) the efficiency of the developed instructional plan using analytical role-play was at E1/E2 = 81.50/86.07, which met the predetermined efficiency criterion, 2) the students' analytical thinking skills were higher than the 70 percent criterion, 3) the students' learning achievement after learning through analytical role-play was significantly higher than before learning at the statistical significance level of .001, and 4) the students' satisfaction toward learning in the Al-Fiqh course using analytical role-play was at the highest level (x̄ = 4.50, S.D. = 0.60).