STUDI FIKIH DI PERGURUAN TINGGI: Kajian Model Pembelajaran Andragogi
<p><em>Constraint</em><em>s often encountered by lecturers </em><em>in</em><em> educating students is still attached pedagogical mentality like students of secondary education; has not moved on andragogical mentality like a college student. These </em><em>constraints </em><em>can be found in the context of basic principles of andragogy. As a library research, this paper examines the data sources in the form of literature relevant to Islamic law (fiqh) studies and andragogy (adult education). The study results </em><em>in </em><em>six models of andragogical learning for the development of Islamic law (fiqh) courses in higher education. First, the learning model of “learn how to know” that emphasizes aspects of epistemology to increase students’ curiosity (need to know). Second, </em><em>independent</em><em> learning model that emphasizes student activeness in learning. Third, experiential </em><em>based </em><em>learning</em><em> model</em><em>, especially literature and field research practice, to foster inclusive thinking. Fourth, </em><em>actual </em><em>life</em><em>-based learning model</em><em>, </em><em>either </em><em>related to worship or muamalat. Fifth, contextual</em><em> learning model</em><em> to find alternative solutions to real life problems from the perspective of Islamic law (fiqh). Sixth, the learning model </em><em>to </em><em>develop students’ intrinsic motivation.</em></p>