Grassroots Curriculum Innovation Through Edpuzzle Based Digital Storytelling in Transformative Fiqh Learning
DOI:
https://doi.org/10.32332/tarbawiyah.v10i1.14076Keywords:
Digital Storytelling, Edpuzzle, Grassroots Curriculum, Transformative Fiqh LearningAbstract
This study aims to conceptually analyze the Grassroots curriculum model through the use of Edpuzzle as a digital storytelling media in transformative fiqh learning. It employs a qualitative approach through a conceptual literature review. Data sources comprise scientific journals, books, academic articles, and relevant research documents published between 2020 and 2026. Data were collected through documentation, and analyzed using content analysis, including data reduction, data presentation, and conclusion drawing. The literature analysis indicates that the Grassroots curriculum model enables teachers to develop contextual, reflective, and digitally responsive fiqh learning. Integrating Edpuzzle with digital storytelling can support student engagement, conceptual understanding, and critical reflection through interactive audiovisual learning and reflection on real-life fiqh issues. However, these benefits depend on pedagogical design rather than Edpuzzle use alone and may be constrained by teachers’ digital and religious literacy, unequal technological access, and students’ readiness for independent digital learning. Therefore, successful implementation requires teacher competence, technological support, and pedagogical strategies that facilitate active and reflective engagement. This study contributes a conceptual framework for integrating the Grassroots curriculum model, digital storytelling, and Edpuzzle in Islamic Religious Education. Practically, the framework can guide Islamic Religious Education teachers in designing contextual and interactive fiqh learning activities that combine audiovisual narratives, formative questions, and reflection on real-life issues. It also highlights the importance of considering pedagogical design, teacher digital and religious literacy, technological access, and students’ readiness when implementing digital learning. Furthermore, the framework provides a foundation for future empirical research examining its implementation and educational outcomes.
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