Metode Kartu Situasi untuk Mengatasi Kejenuhan Belajar Fikih: Systematic Literatur Review

Abstract

The subject of Fiqh is often perceived as rigid, heavy on memorization, and lacking in context, which ultimately leads to learning burnout among students. Although the use of interactive learning media has been the focus of numerous studies, research specifically examining the use of the Situation Card method remains limited. This study aims to explore the concept, formulate the syntax, and analyze the pedagogical potential of the Situation Card game in Fiqh instruction. This study aims to systematically review the effectiveness and application of the Situation Card method in addressing learning burnout in Fiqh. This study employs a descriptive qualitative approach with a literature review design to explore the effectiveness of using Situation Card media in Fiqh instruction at MI/SD levels. Data were collected by reviewing various relevant literature on the research topic. The results of the study indicate that the use of situation cards can serve as an interactive learning tool. With situation cards, students not only acquire knowledge but also construct their own understanding through the games they play. Furthermore, learning is not monotonous, as this method is student-centered rather than teacher-centered. These findings contribute to reinforcing Piaget’s theory that children in the concrete operational stage require visual aids to grasp abstract concepts (Alfadhilah, 2025), while also expanding our understanding of the role of interactive learning media in facilitating the acquisition of knowledge. The implications of this research include theoretical contributions to enriching the literature on interactive learning media, as well as practical implications for educators and schools in integrating situation card media more systematically, and opening opportunities for further exploration of the use of other interactive media, such as game-based learning, in Fiqh instruction.