Reinterpreting Fiqh for Gender Equality: Educational Practices in Indonesian Ma’had Aly

Abstract

This study examines how fiqh is reinterpreted to promote gender equality within the educational practices of Ma’had Aly Nurul Qarnain, Indonesia. Positioned within the broader discourse on Islamic education and gender justice, the study addresses the tension between classical jurisprudential texts and contemporary demands for equality. Employing a qualitative case study design, data were collected through observation, in-depth interviews, and document analysis, and analyzed using an interactive model of data condensation, display, and verification. The findings reveal that gender equality is progressively constructed through three interconnected dimensions: access, participation, and control. While equal access to learning opportunities has largely been achieved, participation demonstrates varying levels of engagement influenced by internalized norms. Control over classroom discourse remains uneven, indicating the persistence of subtle gendered power relations. Importantly, the study shows that the reinterpretation of classical fiqh texts plays a central role in mediating these dynamics by enabling a contextual and inclusive understanding of Islamic jurisprudence. Furthermore, the benefits of this reinterpretative approach extend beyond classroom interaction, fostering intellectual empowerment and active knowledge engagement among female students. This study contributes to the field of Islamic education by demonstrating that gender equality can be advanced through pedagogical transformation and contextual reinterpretation without undermining the authority of classical texts. It highlights the potential of fiqh education as a transformative space for promoting inclusive and equitable learning practices