<p><em>Apperception </em><em>constitutes</em><em> </em><em>the</em><em> initial </em><em>stage of</em><em> learning </em><em>process,</em><em> but is often missed in the implementation of learning activities. Apperception can </em><em>help</em><em> students understand </em><em>instructional</em><em> material</em><em>s</em><em>. The relation of the learning process to fiqh material is often seen as monotonous and rigid. </em><em>When</em><em> fiqh is taught as something doctrinaire, the output will also be droctilary. </em><em>By contrast</em><em>, </em><em>when</em><em> fiqh is delivered </em><em>through</em><em> something that highlights the potential and characteristics of students, </em><em>these </em><em>students </em><em>will be</em><em> able to </em><em>relate what they have learned to</em><em> </em><em>their</em><em> </em><em>real-life activities, leading to </em><em>humanist and religious class</em><em>es</em><em>. The purpose of this study was to determine the </em><em>relationship between</em><em> apperception on fiqh </em><em>instructional </em><em>material</em><em>s</em><em> </em><em>and the development of </em><em>humanist class</em><em>es</em><em>. This research is a quantitative descriptive study. The population was 40 students. Data </em><em>were collected through </em><em>a questionnaire with a random sampling method</em><em>, and analysed through </em><em>the product moment correlation. The results showed that apperception in fiqh subjects had an average (19,275) which means it was included in the medium category, building a religious humanist class had an average (18,075) which meant it was included in the medium category. Then the conclusion apperception in fiqh lessons have an influence in building students' religious humanist classes at MTs Miftahul Ulum Kudus.</em></p>