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All Journal Islamika: Jurnal Keislaman dan Ilmu Pendidikan El-Mu'Jam. Jurnal Kajian Al Qur'an dan Al-Hadis
Utama, Zoli
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Religion Other

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KREDIBILITAS PERIWAYAT MURJI’AH DALAM KITAB SAHIH AL-BUKHARI STUDI JARH WA TA’DIL TERHADAP IBRAHIM BIN TAHMAN Hamzah, Hakma; Utama, Zoli
El-Mu'Jam. Jurnal Kajian Al Qur'an dan Al-Hadis Vol 5 No 1 (2025)
Publisher : IAINU Kebumen Prodi IAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/el-mujam.v5i1.2747

Abstract

The early development of hadith studies was accompanied by the development of various Islamic ideologies that influenced the originality of the traditions themselves. In this context, followers of certain groups often falsified traditions due to their bigotry towards their group. They are referred to as innovators. Among the scholars of hadith criticism, the narration of the narrator of ahl bid'ah is accepted and rejected by some. One example is Ibrahim b. Tahman, who was affiliated with the Murji'ah group and whose hadith is recorded in Sahih al-Bukhari. This paper aims to prove the capacity of Ibrahim b. Tahman as a Murji'ah narrator whose narration is accepted by al-Bukhari. The research method used is library research with a qualitative approach, relying on sources from various literatures. The results showed that: (1) Ibrahim b. Tahman has a strong intellectual capacity in the field of hadith, as evidenced by the high praise given by scholars who observe hadith narrators. This indicates that he fulfills the criteria of al-Bukhari's rijalul hadith. (2) The traditions narrated by Ibrahim b. Tahman do not reflect his Murji'ah understanding. On the contrary he narrated the traditions in the same manner as other Sunni narrators showing integrity and authenticity in his narration.
Dynamics of Academic Stress, Emotional Intelligence, and Behavioral Transformation Among Students: A Case Study at Ponpes Zainul Hafidz, Darul Qur’an Walhadis, and Insan Budi Mulia Utama, Zoli
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.5997

Abstract

This study is motivated by the limited research on the interaction between academic stress, emotional intelligence, and behavioral transformation among students in Indonesia pesantren, despite its significant impact on students’ academic performance, mental resilience, and social adaptation. The study aims to explore the forms and sources of academic stress, examine the role of emotional intelligence as a coping mechanism, and analyze how these factors interact to shape adaptive and maladaptive behaviors among santri. The research adopts a qualitative case study design, involving three Islamic boarding schools: Zainul Hafidz, Darul Qur’an Walhadis, and Insan Budi Mulia with a purposive sample of students selected for interviews and observations. Data were collected through in-depth interviews, participant observations, and field notes, and analyzed using thematic and comparative analysis techniques. The findings reveal that academic stress primarily arises from memorization demands, cognitive difficulties in understanding classical texts, and social-environmental pressures. Emotional intelligence functions as a critical buffer, enabling students to regulate emotions, manage study schedules, and engage proactively with teachers and peers. Moderating factors, including teacher mentorship, peer support, family expectations, and institutional schedules, significantly influence behavioral outcomes. The study concludes that adaptive behaviors emerge when students possess strong emotional intelligence and receive supportive institutional and social environments, while maladaptive behaviors occur under low emotional regulation or high unmitigated stress. The implications include advancing theoretical understanding of stress-emotion-behavior dynamics in pesantren and informing practical strategies for educational stakeholders to enhance students’ emotional resilience and engagement, with future research suggested in more schools using mixed methods.
Co-Authors Hamzah, Hakma