Implementation of Deep Learning Based on Arabic Texts in Fiqh Lessons at The Baitul Muhsinin Community Learning Center in Sleman

Fiqh learning in non-formal education, especially in Community Learning Activity Centers (Pusat Kegiatan Belajar Masyarakat / PKBM), tends to remain textual-conventional, tutor-centered, and oriented toward memorization, while Arabic texts as an epistemological source of fiqh remain underutilized. This qualitative case study describes the implementation process, students’ conceptual understanding, as well as the supporting and inhibiting factors of deep learning based on Arabic texts in fiqh lessons at PKBM Baitul Muhsinin Sleman. Data were collected through participatory observation, in-depth interviews, and documentation studies involving tutors, the PKBM head, and Package A students, and were analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings show that learning occurs through six structured stages, ranging from reflective introduction and exposure to Arabic texts to exploration, practice, and concluding reflection, which foster meaningful understanding. This process is explained through Vygotsky’s scaffolding framework and Piaget’s assimilation and accommodation concepts, although it remains dependent on the tutor’s role. Students’ conceptual understanding shifts from memorization-based learning toward meaning-based comprehension, supported by tutor competencies, learning media, and hands-on practice, while being constrained by limited Arabic literacy skills and learning time. This study concludes that this integrative model provides a contribution to the development of meaningful and contextual fiqh learning in non-formal education, with implications for strengthening Arabic text-based teaching materials, tutor training, and deep learning policies in equitable education. It also opens opportunities for comparative follow-up research in other PKBM contexts.