Pedagogical Transformation of Fiqh in The Digital Era Via Multimedia Gamification

Abstract

The rapid advancement of digital technology and Artificial Intelligence (AI) is fundamentally transforming the contemporary educational ecosystem, necessitating a methodological reconstruction in Islamic Religious Education (PAI) and Fiqh jurisprudence. The intrinsic legal complexity of Fiqh topics such as "Prayer under Special Circumstances" at the Madrasah Tsanawiyah (MTs) level frequently induces cognitive overload in secondary school learners when delivered through traditional, unidirectional lectures. This descriptive qualitative study, employing an instructional best-practice approach, investigates the implementation of Segmented Video-Based Learning integrated with interactive teacher-guided pauses and Wordwall gamification to optimize student engagement and conceptual retention. Data were systematically collected through structured classroom observations, narrative field notes, and digital assessment analytics from Class VII A at MTs Asy Syafi’iyah Pecangakan. The findings demonstrate that chunking video content into concise topic-specific segments paired with active-recall questioning during pauses maintains cognitive focus, prevents passive viewing, and facilitates structural memory encoding. Furthermore, the Wordwall gamified assessment ("Open the Box") fosters a collaborative, low-anxiety competitive environment while providing real-time diagnostic feedback to address subtle jurisprudential misconceptions (such as Qibla orientation in transit). The study concludes that meaningful pedagogical transformation in Islamic education relies on a teacher-orchestrated instructional design that harmonizes interactive digital media with cognitive learning principles and religious ethical values.