Ar-Fahruddin: Journal of Islamic Education Vol.
2 Issue 1, 2025 pp.
34Ae43 E-ISSN: 3063-0932 DOI: https://doi.
org/10.
7401/dn82fe73 The Relationship Between the Intensity of Deep Dialogue Use and StudentsAo Motivation in Fiqh Learning at MTs AlAeMarzuqin Pekanbaru Syahraini Tambak1.
Firdaus 2.
Musaddad Harahap3.
Desi Sukenti4 Universitas Islam Riau.
Pekanbaru.
Indonesia 1,2,3,4 Email correspondence: firdaus@fis.
Article History Received: 08-06-2025 Reviced: 20-07-2025 Accepted: 29-07-2025 Keywords Deep Dialogue.
Student Motivation.
Fiqh Learning.
Islamic Education.
Self-Determination Theory Abstract Research Objective Ae This study aims to examine the relationship between the intensity of deep-dialogue-based instruction and studentsAo motivation in learning fiqh at MTs Al-Marzuqin Pekanbaru.
It seeks to address the motivational challenges commonly found in traditional Islamic jurisprudence education.
Methodology Ae Employing a quantitative correlational design, the study involved 60 eighth-grade students who had experienced dialogical fiqh instruction for one semester.
Data were collected using validated Likertscale questionnaires measuring deep dialogue intensity and student motivation, grounded in Self-Determination Theory.
Descriptive statistics.
KolmogorovAeSmirnov normality tests, and Pearson correlation analysis were used for data analysis.
Findings Ae The findings revealed a high level of dialogical engagement (M = 78.
and student motivation (M = 81.
The Pearson correlation test showed a strong and statistically significant positive relationship between the two variables .
= 0.
698, p < 0.
This suggests that the more frequently and meaningfully deep dialogue is used in fiqh instruction, the higher the studentsAo motivation tends to be.
Research Implications/Limitations Ae The study highlights the pedagogical value of integrating deep-dialogue methods in Islamic education to foster motivation.
However, it is limited to a single institution and does not account for long-term learning outcomes.
Originality/Value Ae This research contributes to the growing body of literature advocating for dialogical pedagogy in religious education by empirically demonstrating its motivational benefits.
It also bridges classical Islamic teaching traditions .
l-uiwA.
with contemporary psychological theories, offering a culturally grounded and evidence-based instructional This is an open access article under CC BY-SA 4.
0 license.
Copyright A 2025 by Author.
Published by CV.
Zamron Pressindo Available online at: https://journal.
id/index.
php/arfachruddin/issue/archive Syahraini Tambak et al.
INTRODUCTION
Student motivation plays a vital role in determining the quality and effectiveness of learning processes across educational levels and disciplines.
1 In the context of Islamic education, motivation is particularly crucial for subjects that are cognitively demanding and normatively structured, such as fiqh (Islamic jurisprudenc.
2 As a central component of the Islamic curriculum,3 fiqh not only provides students with a foundational understanding of legal and ethical frameworks in Islam but also functions as a medium for cultivating moral reasoning, personal discipline, and religious identity.
Despite its importance, fiqh is often regarded by students as a challenging and disengaging subject.
5 This is especially evident in institutions such as Madrasah Tsanawiyah (Islamic junior high school.
, where learners are in early adolescenceAia stage marked by the development of critical thinking, identity formation, and a strong need for relevance in 6 Numerous studies have highlighted that fiqh content is frequently perceived as abstract, rigid, and disconnected from studentsAo everyday realities.
7 Key concepts in fiqh, including ijmaAo .
cholarly consensu.
, qiyas .
egal analog.
, and hukm .
inding rulin.
, are complex and deeply rooted in classical legal theory.
8 When these are presented through conventional pedagogical methodsAitypically teacher-centered, lecture-based, and reliant on rote memorizationAistudents often struggle to find personal meaning or practical application.
This pedagogical approach not only diminishes cognitive engagement but also hinders emotional and motivational investment.
10, 11 According to Brophy, motivation declines significantly when learners fail to see the relevance of what they are learning to their lives.
Aseery.
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Ar-Fachruddin: Vol.
2 Issue 1, 2025 The Relationship Between the Intensity of Deep Dialogue Use and StudentsAo Motivation in Fiqh Learning at MTs AlAeMarzuqin Pekanbaru goals, and values.
12 This disconnection is compounded by the lack of interaction and critical inquiry in traditional fiqh instruction, which tends to silence student voices and positions the teacher as the sole authority in the classroom.
13 As a result, students may experience disengagement, resistance, and even aversion toward fiqh as a subject, thereby undermining the broader goals of Islamic education.
Furthermore, low student motivation in fiqh is not merely a classroom issue.
it reflects a deeper pedagogical problem related to the alignment of instructional methods with studentsAo developmental needs and sociocultural contexts.
Contemporary educational theory, including Self-Determination Theory,14 emphasizes that motivation is fostered when learners experience autonomy, competence, and relatedness.
These elements are often absent in classrooms that are dominated by rigid curriculum delivery and limited opportunities for student interaction, reflection, or agency.
In the context of madrasah education, this gap becomes more visible due to the heavy emphasis on content mastery over dialogic engagement or critical thinking.
Recent educational discourse suggests that addressing the motivation gap in fiqh learning requires a fundamental shift in pedagogical strategies.
Innovative and studentcentered methods that encourage active participation, reflective thinking, and contextual relevance have been shown to positively impact studentsAo motivation and learning outcomes.
Among these, dialogic pedagogyAiespecially the practice of deep dialogueAioffers a promising approach to revitalizing fiqh education.
Deep dialogue involves mutual inquiry, perspective-sharing, and ethical engagement, allowing students to not only understand legal rulings but also to explore their moral implications in everyday life.
Moreover, dialogic learning resonates with the Islamic educational heritage, particularly the tradition of al-hiwar .
, which has been historically utilized by classical scholars such as al-Ghazali, al-ShafiAoi, and Ibn Rushd in transmitting knowledge and refining ethical thought.
Integrating dialogic strategies into fiqh learning can therefore serve dual purposes: improving studentsAo motivation and engagement while simultaneously preserving the intellectual and moral richness of Islamic pedagogy.
At MTs Al-Marzuqin Pekanbaru, observations indicate that a number of students perceive fiqh as monotonous, disconnected from real-life contexts, and cognitively demanding.
This perception contributes to a decline in classroom participation, enthusiasm, and long-term retention of knowledge.
According to Brophy, students are more likely to disengage from subjects they perceive as irrelevant or overly abstract.
Therefore, there is an urgent need for pedagogical innovations that can enhance studentsAo intrinsic motivation and foster meaningful learning experiences.
Brophy.
Motivating Students to Learn, 3rd ed.
(New York: Routledge, 2.
Miftah.
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Brophy.
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Ar-Fachruddin: Vol.
2 Issue 1, 2025 Syahraini Tambak et al.
One such approach is the use of deep dialogue within dialogic pedagogy frameworks.
Deep dialogue promotes mutual inquiry, reflective discussion, and shared meaning-making between teachers and students.
Unlike monologic or rote-based instruction, dialogic learning positions students as active participants in the construction of knowledge, enabling them to connect religious concepts with their personal, social, and moral realities.
18 This approach aligns closely with the Islamic tradition of al-hiwar .
onstructive dialogu.
, which has been a cornerstone of classical Islamic pedagogy, emphasizing ethical reasoning and respectful Empirical studies have demonstrated that dialogic teaching strategies are significantly correlated with increased student motivation, particularly in religious education settings.
For example.
Firman.
Wulandari, & Hadi found that students involved in dialogical discussions exhibit greater levels of autonomy, engagement, and conceptual understanding in Islamic 20 These findings are also supported by the self-determination theory,21 which posits that motivation thrives when students experience autonomy, competence, and relatednessAi conditions often nurtured in dialogic classrooms.
Given this theoretical and empirical background, this study seeks to investigate the relationship between the intensity of deep dialogue use and studentsAo motivation in Fiqh learning at MTs Al-Marzuqin Pekanbaru.
By examining the extent to which dialogic interaction contributes to learning motivation, the study aims to provide evidence-based recommendations for improving fiqh pedagogy in Islamic educational institutions.
METHOD
This study employed a quantitative correlational approach to examine the relationship between the intensity of deep dialogue implementation and studentsAo learning motivation in fiqh instruction at MTs Al-Marzuqin Pekanbaru.
A quantitative approach was chosen because it allows researchers to objectively measure variables, test hypotheses, and determine the strength of relationships between variables through statistical analysis.
22, 23 A correlational research design was utilized to assess the degree of association between two variables: the independent variable .
ntensity of deep dialogue us.
and the dependent variable .
tudentsAo learning motivatio.
The population of this study consisted of all eighth-grade students at MTs Al-Marzuqin who had participated in fiqh learning for at least one semester.
Purposive sampling was employed to select respondents who met the criteria of being actively engaged in fiqh instruction and having experienced dialogical teaching approaches.
Sholeh.
Fatimah.
, & Mahfudz.
AuStudent-Centered Learning in Islamic Religious Education: A Pathway to Motivation and Moral Growth.
Ay Usman.
Sailin.
, & Mukmin.
AuReviving Al-Hiwar in Islamic Education: A Pedagogical Imperative.
Ay Firman.
Wulandari.
, & Hadi.
AuDialogic Pedagogy and Islamic Education: Rethinking Classroom Engagement through Al-Hiwar Tradition,Ay International Journal of Islamic Pedagogy 9, no.
: 55Ae Deci.
, & Ryan.
AuThe AoWhatAo and AoWhyAo of Goal Pursuits: Human Needs and the Self-Determination of Behavior.
Ay John W Creswell.
Educational Research: Planning.
Conducting, and Evaluating Quantitative and Qualitative Research, 4th ed.
(Boston: Pearson.
inc, 2.
Daniel.
Muijs.
Doing Quantitative Research in Education with SPSS, 2nd ed.
(London: SAGE Publications Ltd, 2.
, https://doi.
org/https://doi.
org/10.
4135/9781446287989.
Ar-Fachruddin: Vol.
2 Issue 1, 2025 The Relationship Between the Intensity of Deep Dialogue Use and StudentsAo Motivation in Fiqh Learning at MTs AlAeMarzuqin Pekanbaru The total sample comprised 60 students.
Data were collected using a five-point Likert-scale questionnaire that had been validated by experts.
The questionnaire measuring the intensity of deep dialogue was developed based on indicators such as teacher-student interaction, depth of discussion content, and frequency of reflective dialogue.
Meanwhile, the motivation questionnaire was designed according to self-determination theory24, covering the dimensions of autonomy, competence, and relatedness.
The collected data were analyzed using descriptive and inferential statistical techniques with the aid of the latest version of SPSS software.
The Pearson Product-Moment correlation analysis was used to determine the degree of association between the two variables.
significance test was conducted at the 95% confidence level ( = 0.
RESULTS AND DISCUSSION
Results Descriptive Statistics of Research Variables This study involved a sample of 60 eighth-grade students from MTs Al-Marzuqin Pekanbaru who had undergone fiqh instruction utilizing a deep-dialogue-based approach for the duration of one academic semester.
Descriptive statistical analysis was conducted to examine the central tendency of the two primary variables.
The results showed that the mean score for the intensity of deep dialogue implementation was 78.
45 on a 100-point scale, indicating a relatively high level of dialogical engagement in the classroom.
Similarly, the average score for studentsAo learning motivation was 81.
12, suggesting that the participants generally exhibited strong intrinsic motivation toward their fiqh studies.
These findings provide preliminary support for the potential positive relationship between dialogical teaching methods and student motivation in the context of Islamic education.
Table 1.
Descriptive Statistics of Deep Dialogue Intensity and Student Motivation Variable Mean Std.
Deviation Minimum Maximum Deep Dialogue Intensity Student Learning Motivation 1.
These findings indicate that both the intensity of deep dialogue implementation and student motivation levels fall into the high category.
This suggests that dialogical pedagogical approaches are not only being consistently implemented by teachers but are also positively received by students in the context of fiqh learning.
Normality and Linearity Tests Prior to conducting the correlation analysis, it was essential to verify that the dataset met the assumptions underlying parametric statistical tests.
Among the most critical assumptions is the normality of data distribution.
To assess this, the KolmogorovAeSmirnov (KAeS) test was employed for each of the two main variables: Deep Dialogue Intensity and Student Motivation.
Deci.
, & Ryan.
AuThe AoWhatAo and AoWhyAo of Goal Pursuits: Human Needs and the Self-Determination of Behavior.
Ay Ar-Fachruddin: Vol.
2 Issue 1, 2025 Syahraini Tambak et al.
The KAeS test results indicated that the significance values .
-value.
for both variables were greater than the conventional threshold of 0.
05, with Deep Dialogue Intensity yielding a p-value of 0.
131 and Student Motivation yielding a p-value of 0.
These results suggest that the null hypothesisAistating that the data are normally distributedAicould not be rejected.
Therefore, it can be concluded that the data for both variables follow a normal distribution.
Normal distribution is a fundamental requirement for many parametric analyses, including PearsonAos product-moment correlation.
Given that this assumption was met, the researcher proceeded with parametric tests to examine the strength and direction of the relationship between the two variables.
In addition to testing for normality, linearity is another important assumption when conducting correlation or regression analyses.
While not shown in the table below, preliminary visual inspections through scatterplots indicated a reasonably linear relationship between Deep Dialogue Intensity and Student Motivation.
The distribution of data points suggested a positive trend, supporting the assumption of linearity necessary for valid interpretation of the correlation coefficient.
Table 2.
KolmogorovAeSmirnov Normality Test Variable Sig.
Value .
Conclusion Deep Dialogue Intensity Normal Student Motivation Normal These findings provide a solid statistical foundation for the subsequent correlation analysis by confirming that the data are suitable for parametric procedures.
Correlation Test: Relationship between Deep Dialogue and Motivation To examine the relationship between the intensity of deep dialogue and studentsAo motivation in learning fiqh, the Pearson product-moment correlation test was employed.
The analysis yielded a correlation coefficient .
698, with a significance value .
< This result indicates a strong and statistically significant positive correlation between the two variables.
In other words, as the use of deep-dialogue strategies in the classroom increases, studentsAo motivation toward learning fiqh also tends to rise.
The strength of this relationship suggests that dialogical instructional approaches play an important role in fostering higher levels of student engagement and intrinsic motivation within Islamic education settings.
Table 3.
Pearson Correlation Test Variables Sig.
-taile.
Deep Dialogue & Student Motivation 0.
Interpretation Strong Positive Correlation Visualization of Correlation To further support the statistical findings, a scatterplot was generated to visually illustrate the relationship between the intensity of deep dialogue and studentsAo motivation in Ar-Fachruddin: Vol.
2 Issue 1, 2025 The Relationship Between the Intensity of Deep Dialogue Use and StudentsAo Motivation in Fiqh Learning at MTs AlAeMarzuqin Pekanbaru learning fiqh.
Each point on the graph represents an individual student's scores on both As shown in the figure below, the data points form an upward trend from left to right, suggesting a positive linear relationship.
This pattern is consistent with the results of the Pearson correlation test, indicating that higher levels of dialogical engagement in the classroom are generally associated with higher levels of student motivation.
The visual representation reinforces the conclusion that the implementation of reflective and interactive dialogue strategies contributes meaningfully to enhancing studentsAo learning attitudes and motivation within the Islamic education context.
Figure 1.
Relationship between Deep Dialogue Intensity and Student Motivation The data points form an upward trend, indicating that the higher the intensity of deep dialogue employed by the teacher, the higher the students' motivation to learn fiqh.
Discussion The findings of this study underscore the significant role of deep dialogue in enhancing studentsAo motivation within the context of fiqh education at MTs Al-Marzuqin Pekanbaru.
Descriptive statistics reveal high average scores for both the intensity of deep dialogue implementation (M = 78.
and student learning motivation (M = 81.
These results suggest that dialogical pedagogy was not only consistently applied but also positively internalized by students, leading to elevated levels of intrinsic motivation.
The assumption testing further strengthens the reliability of these findings.
The KolmogorovAeSmirnov normality test confirmed that the data for both variables were normally distributed, thus meeting a critical prerequisite for parametric analysis.
Visual inspections of scatterplots supported the assumption of linearity, revealing a positive trend between the use of deep dialogue and student motivation.
These preparatory analyses ensure the validity of the correlation results and reinforce the robustness of the statistical procedures The Pearson correlation test produced a coefficient of r = 0.
698, with a significance level of p = 0.
000, indicating a strong positive and statistically significant relationship between the intensity of deep dialogue and studentsAo motivation in fiqh learning.
This finding aligns Ar-Fachruddin: Vol.
2 Issue 1, 2025 Syahraini Tambak et al.
with previous research in dialogical pedagogy and motivation, which emphasizes that studentcentered, meaningful interaction fosters deeper engagement and promotes autonomy, competence, and relatednessAikey components of intrinsic motivation.
25, 26, 27
In the specific context of Islamic education, the application of deep dialogue appears to fulfill multiple pedagogical and affective functions.
Dialogical approaches in fiqh learning not only facilitate cognitive understanding of religious content but also nurture spiritual reflection, empathy, and critical reasoning.
28, 29, 30 These characteristics are essential to meaningful religious education and align with constructivist and humanistic educational paradigms, which prioritize learner agency and reflective inquiry 31, 32, 33 Moreover, the strong correlation between deep dialogue and student motivation suggests that fiqh instruction, when delivered through dialogical means, may help bridge the gap between doctrinal knowledge and student lived experience.
This is particularly relevant in the adolescent developmental stage, where students seek relevance, engagement, and voice in the learning process.
34, 35 36 The high motivation scores observed in this study may thus reflect a deeper sense of ownership and personal connection to the subject matter, nurtured through dialogical engagement.
From a practical standpoint, the findings offer important implications for Islamic education practitioners.
Teachers should be encouraged and trained to incorporate dialogical strategiesAisuch as open-ended questioning, collaborative problem-solving, and reflective discussionAiinto their instructional repertoire.
These methods not only enhance cognitive outcomes but also foster motivational and emotional dimensions of learning, which are essential for holistic religious education.
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Ar-Fachruddin: Vol.
2 Issue 1, 2025
The Relationship Between the Intensity of Deep Dialogue Use and StudentsAo Motivation in Fiqh
Learning at MTs AlAeMarzuqin Pekanbaru
CONCLUSION
This study demonstrates a strong and significant positive relationship between the intensity of deep-dialogue-based instruction and studentsAo motivation in learning fiqh at MTs Al-Marzuqin Pekanbaru.
The more intensive and meaningful the dialogue applied in the learning process, the higher the studentsAo motivation to learn fiqh.
These findings highlight the importance of a dialogical approach as an effective pedagogical strategy to address motivational challenges in traditional fiqh education.
However, this study is limited to a single institution and does not assess the long-term impact of the method.
Therefore, this research contributes originally by integrating classical Islamic teaching traditions with modern psychological theory, particularly Self-Determination Theory, as a foundation for a more contextual and motivational fiqh learning model.
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