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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.

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, 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.

Beyond the Green-Zone Stereotype: Mapping Inclusivity, Religious Moderation, and Radicalization Risk in Bali’s Public Schools Emawati, Emawati; Muthi'ah, Anisatun; Zuhriyah, Lailatuzz; Ahsan Thofhani, Lalu Nauval; Usman, Rachma Fadhila
Islam Futura Vol 26 No 2 (2026): Jurnal Ilmiah Islam Futura
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jiif.v26i2.33031

Radicalism in educational settings is a strategic issue that demands serious attention, especially amid the growing influence of religious ideologies that infiltrate through digital spaces and school social interactions. This study aims to map the levels of inclusiveness, religious moderation, tolerance, and national commitment in public schools in Denpasar City to understand their potential, strengths, and vulnerabilities in building Zero Radicalism Schools. This issue is vital because Bali is generally considered a region with a strong culture of tolerance, but this assumption may mask latent vulnerabilities that are not immediately apparent. The study employs a convergent mixed-methods design, combining quantitative surveys, interviews, observations, and document analysis across four public schools in Denpasar. Survey results indicate high levels of inclusiveness and religious moderation across all schools, while qualitative data highlight teachers as key actors in fostering a harmonious religious climate. Nevertheless, quantitative indicators related to anti-violence culture and interfaith literacy show fluctuating patterns, a finding further explained by qualitative evidence of uneven program implementation. These integrated findings suggest that Denpasar’s schools are well positioned to develop a Zero Radicalism School model, although improvements in digital literacy, peace education, and monitoring systems remain necessary.

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