DEVELOPMENT OF A FIQH EDUCATION MODULE ON ḤAYḌ AND ISTIḤĀḌAH IN THE SECONDARY SCHOOL STANDARD CURRICULUM (KSSM): A SHĀFIʿĪ-BASED ANALYSIS AND EXPERT CONSENSUS THROUGH THE FUZZY DELPHI METHOD

Abstract

This article presents a comprehensive analysis of the development of an Islamic jurisprudence (fiqh) module on menstruation (ḥayḍ) and non-menstrual bleeding (istihāḍah) within the Malaysian Secondary School Standard Curriculum (KSSM) for the Islamic Education subject. The module is grounded infoundational principles of ḥayḍ and istihāḍah within the Shāfiʿī school of thought and is supported by expert consensus among scholars of fiqh and Islamic education to ensure both jurisprudential accuracy and pedagogical relevance in the school context. This study addresses prevailing challenges in the teaching and learning (T&L) process related to menstrual topics in secondary schools, particularly regarding the classification of blood types, the differentiation between menstrual and abnormal bleeding, and their implications for religious observances. The developed module comprises eight key subtopics, including definitions of women's blood types, calculation methods for menstruation and istihāḍah, related rulings, and personal management guidelines. These are structured in accordance with the Shāfiʿī school's fiqh framework and the cognitivelevel of secondary school students. The study was conducted in two main phases: the design phase and the development phase. The design phase involved semi-structured interviews with four experts, comprising specialists in fiqh and Islamic education. The development phase focused on content validation using the Fuzzy Delphi Method (FDM), involving nine expert panelists. Findings revealed that the majority of proposed module items were accepted by the experts, meeting the FDM criteria: fuzzy score>0.5, threshold value <0.2, and consensus level >75%. The fiqh content referenced classical Shāfiʿī works, including those by al-Nawawī and Ibn Ḥajar, was aligned with existing instructional practices in official textbooks and the Dokumen Standard Kurikulum dan Pentaksiran (DSKP) under KSSM. In conclusion, the module not only addresses the lack of instructional materials on women's blood jurisprudence in schools but also contributes to a more practical, tradition-based yet contemporary Islamic Education curriculum. This article recommends that such an integrated approach be extended to the development of other fiqh topics, particularly those that involve legal obligations (taklīf) for adolescent girls as religiously accountable individuals (mukallaf).