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Hadith on Avoiding Boredom in Learning from The Perspective of Educational Psychology Dwi Yanti, Nurul Azizah; Hartati, Hartati; Muthi'ah, Anisatun
Jurnal Ilmiah Al-Mu'ashirah: Media Kajian Al-Qur'an dan Al-Hadits Multi Perspektif Vol 20, No 1 (2023)
Publisher : South East Asia Regional Intellectual Forum of Qoran Hadith (SEARFIQH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jim.v20i1.17537

Hadith is the second source of Islamic knowledge after the Quran. This means that hadith covers all aspects of activities that can be used as a reference, including education and the sciences that it encompasses. The problem in the world of education today is that teachers and students are forced to use a limited range of learning methods. This condition is caused by the lack of activities and creativity that educators and students engage in during the learning process. This situation has occurred during the time of the Prophet Muhammad, and hadiths related to avoiding boredom in learning have emerged. From this issue, research objectives were established. The purpose of this research is to determine the quality, quantity, and meaning of hadiths related to avoiding boredom in learning from the perspective of educational psychology that is adjusted to teaching strategies. The method used in this study is literature review (pentakhrijan hadith). The results of the study indicate that (1) the hadith "avoiding boredom in learning" is narrated by four mukharij (Bukhari, Muslim, Tirmidhi, and Ahmad) with thirteen sanad that are ṡiqah, connected by the year of death, place of residence, and teacher and student. Thus, this hadith can be categorized as a ṣahih li żātihi hadith. The quantity of this hadith is included as a Hadith Ahad with a garib category, (2) the meaning of this hadith can be related to educational psychology, because the habit of the Prophet in choosing the right day to provide appropriate education based on educational psychology.

Amaliah Recitation of Ratib Al-Kubra in the Routine of Wednesday Night Remembrance Assemblies Jatiseeng Kidul Village, Ciledug District, Cirebon Regency (Study of Living Hadith) Nurfatsyah Zein, Khumaedi; Muthi'ah, Anisatun; Hartati, Hartati
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 2 No. 3 (2023): Edunity : Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Technological advances must have positive and negative impacts. In this modern era, humans definitely need peace from the hustle and bustle of life, to get peace, the solution is to remember and pray. One of them is reading the remembrance of Ratib al-Kubra. Ratib al-Kubra is a series of dhikr compiled by Al Habib Thoha bin Hasan bin Yahya from Ciledug, Cirebon, West Java. He was a scholar who lived in the 17th century during the Dutch colonial era. One of the assemblies that practice the ratib is the Wednesday Night Zikir Assembly of Jatiseeng Kidul Village, Ciledug District, Cirebon Regency. The formulation of the problem in this study is as follows: (1) How is the practice of reading Ratib al-Kubra of the Wednesday Night Dhikr Assembly of Jatiseeng Kidul Village, Ciledug District, Cirebon Regency? (2) What is the meaning and influence of the Ratib al-Kubra dhikr for the life of the Wednesday Night Dhikr Assembly of Jatiseeng Kidul Village, Ciledug District, Cirebon Regency?This research uses a descriptive qualitative method with a living hadith approach. The data collection techniques used were participant and non-participant observation, interviews, and documentation. In analyzing the data in this thesis using descriptive analysis using the theory of living hadith and phenomenology. The results of the study are: (1) Hadith regarding dhikr became an inspiration in the recitation of the Ratib al-Kubra dhikr of the Wednesday Night Dhikr Assembly of Jatiseeng Kidul Village, Ciledug District, Cirebon Regency, its activities which were held at the tomb of the compiler of the rat?b made the congregation more enthusiastic in its practice, because in addition to reading Ratib al-Kubra it was also accompanied by a grave pilgrimage. (2) The meaning of its recitation for the congregation has a value or essence, among which is the remembrance of Ratib al-Kubra is a remembrance that can certainly establish silaturrahim, become a medium for calming the soul and also the establishment of a spiritual connection between the ratib reader and the shahib ar-ratib.

Hadith on Avoiding Boredom in Learning from The Perspective of Educational Psychology Dwi Yanti, Nurul Azizah; Hartati, Hartati; Muthi'ah, Anisatun
Jurnal Ilmiah Al-Mu'ashirah: Media Kajian Al-Qur'an dan Al-Hadits Multi Perspektif Vol. 20 No. 1 (2023)
Publisher : South East Asia Regional Intellectual Forum of Qoran Hadith (SEARFIQH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jim.v20i1.17537

Hadith is the second source of Islamic knowledge after the Quran. This means that hadith covers all aspects of activities that can be used as a reference, including education and the sciences that it encompasses. The problem in the world of education today is that teachers and students are forced to use a limited range of learning methods. This condition is caused by the lack of activities and creativity that educators and students engage in during the learning process. This situation has occurred during the time of the Prophet Muhammad, and hadiths related to avoiding boredom in learning have emerged. From this issue, research objectives were established. The purpose of this research is to determine the quality, quantity, and meaning of hadiths related to avoiding boredom in learning from the perspective of educational psychology that is adjusted to teaching strategies. The method used in this study is literature review (pentakhrijan hadith). The results of the study indicate that (1) the hadith "avoiding boredom in learning" is narrated by four mukharij (Bukhari, Muslim, Tirmidhi, and Ahmad) with thirteen sanad that are ṡiqah, connected by the year of death, place of residence, and teacher and student. Thus, this hadith can be categorized as a ṣahih li żātihi hadith. The quantity of this hadith is included as a Hadith Ahad with a garib category, (2) the meaning of this hadith can be related to educational psychology, because the habit of the Prophet in choosing the right day to provide appropriate education based on educational psychology.

Religious Inclusiveness in Schools: An Integrative Exploration of Educational Realities in Radicalism Red Zone Areas Emawati; Muthi'ah, Anisatun; Zuhriyah, Lailatuzz; Widyasanti, Nisa Setya; Marzuki, Ismail
Edukasia Islamika : Jurnal Pendidikan Islam Vol 10 No 2 (2025): Edukasia Islamika - Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v10i2.11632

The issue of religious radicalism, both in opinion and action, remains a common challenge in Indonesia. This phenomenon is not only prevalent in society but also extends to educational institutions, including schools. Religious inclusivity is a key to understanding and overcoming this issue. This study aims to explore the level of religious inclusivity among students, teachers, and educational staff, as well as to document the implementation of inclusivity principles in school activities and learning environments in red-zone schools, one of which is in Cirebon. The method employed is a mixed-methods approach involving 155 participants, including students, teachers, and educational staff. This approach combines a verified questionnaire, based on expert judgment, to obtain quantitative data, with observations, interviews, and documentation to collect qualitative data. The research findings indicate that these results can serve as a reference for mapping issues as an initial step in developing a school model that integrates religious inclusivity into every program and learning environment, thereby minimizing the potential for radicalism. The novelty of this research lies in the comprehensive mapping of the level of religious inclusivity in schools in red zones of radicalism, which has rarely been revealed before, while also offering a conceptual framework that can be adapted to the educational context in other areas prone to radicalism.

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