Reciprocal Teaching in Fiqh Education: A Literature Review Of Dialogue, Comprehension Monitoring, and Conceptual Accuracy

Abstract

Fiqh education requires students to understand religious concepts and rulings while explaining reasons, distinguishing terms, and applying knowledge accurately. Reciprocal teaching offers a structured dialogue through four strategies: summarizing, questioning, clarifying, and predicting. This article examines how these strategies can be interpreted and adapted for fiqh education, particularly when teachers seek to expand student participation without compromising conceptual accuracy. The study adopts a qualitative literature-review design and thematic synthesis of theoretical works and empirical research on reciprocal teaching, active learning, formative assessment, and Islamic religious education. Literature was purposively selected for topical relevance, bibliographic traceability, and contribution to the review questions. The synthesis identifies four themes: reciprocal teaching as dialogic comprehension monitoring; the role of the four strategies in processing fiqh concepts; the teacher as model, facilitator, and guarantor of conceptual accuracy; and implementation challenges and future research priorities. The review argues that reciprocal teaching should not be reduced to a group-discussion technique. Its pedagogical value depends on the integration of the strategies, explicit modeling and feedback, and assessment aligned with learning objectives. Because empirical research specifically addressing fiqh education remains more limited than research in reading and mathematics, future implementation should document classroom processes and evaluate context-sensitive outcomes.