The research aimed to determine how fiqh learning is based on the TAPPS (Think Aloud Pair Problem Solving) method in improving student-learning outcomes at MAN 1 Mojokerto. This research used qualitative research. The researcher used a case study approach. The Data was collected through observation, interviews, and documentation. This research showed that the process and implementation of fiqh learning include 3 processes, namely planning, implementation, and evaluation where planning included all initial activities in implementing the TAPPS Method. The implementation included the process of implementing RPP (Learning Implementation Plan) in applying the TAPPS Method, evaluation included a final assessment of the learning process so that it could find out student learning outcomes Furthermore, learning outcomes included three aspects of assessment, namely, assessment of affective (attitude), cognitive (ability) and psychomotor (skills) aspects. Students had a significant increase in learning outcomes and had good interpersonal skills development. Appraising from the progress of the student learning process, the development of interpersonal skills possessed by students was oriented to thinking skills which included intellectual abilities. In addition, students also could master and develop well what they have learned.

This article aims to describe how Islamic character building through student-centered learning and the role of stakeholders in through student-centered learning at MAN 1 Mojokerto. The type of this research is qualitative research that used a case study approach. Data were collected through observation, interviews, and documentation. The result of this research was: (1) Islamic character building through student-centered learning at MAN 1 Mojokerto, namely; (a) moral knowledge which was implemented through learning activities, (b) moral feeling through habituation, for example, discipline development and rewards or giving gifts and punishments, (3) moral action, which was formed through student-centered learning at MAN 1 Mojokerto, namely smiling, greeting, being polite and courteous, reading the Qur'an, praying before and after studying, enthusiastic and active in learning and maintaining tidiness and cleanliness. (2) The role of stakeholders in Islamic character building through student-centered learning at MAN 1 Mojokerto were: (a) Islamic teachers as educators, facilitators, motivators, administrators, and evaluators, (b) While parents as educators and mentors.