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All Journal At-Tajdid: Journal of Islamic Studies Al-Hayat: Journal of Islamic Education
Silaturahim, Rahmat
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Religion Humanities Economics, Econometrics & Finance Education Social Sciences Other

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Implementasi Tujuan Hidup Sebagai Tujuan Pendidikan Di Ma'had Tahfizhul Qur'an Pekanbaru Silaturahim, Rahmat
At-Tajdid : Journal of Islamic Studies Vol 3, No 2 (2023): April 2023
Publisher : Pacsasarjana UIN Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/at-tajdid.v3i2.23050

Abstract

The learning process is a measure of the results of the efforts made by educators and students with all related factors. This study will describe how the implementation of educational goals in improving learning outcomes at MTs Patra Mandiri Palembang City. The research was conducted with a qualitative approach. The subjects of this study were the head of the foundation, the principal, the Islamic education teacher. The method of collecting data with in-depth interviews was assisted by the WhatsApp application and document searches and data analysis were carried out using descriptive analytics. The conclusion is that the implementation of MTs Patra Mandiri learning uses a concise curriculum model, namely the compaction of materials and mass. From the assessment of all learning at MTs Patra Mandiri, all problems related to competence. Therefore, these questions can be used as a measuring tool to see the learning objectives. However, there are some problems that have not met the objective criteria of learning because the tool specified is an objective exam. The process of product assessment and assessment is carried out in the learning-learning process (not in the final semester exam). Therefore, the processes and products cannot be carried out regularly to the students for the long term. Based on student scores in the final semester exams, the learning objectives at MTs Patra Mandiri have been achieved. Naturally, students have unique characteristics, namely having individual diversity from one another in various ways. This diversity can be manifested in the diversity of intelligence, talents, personalities, and physical conditions.
Adab of Learning in Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī: A Ḥadīth-Based Conceptual Model for Islamic Education Silaturahim, Rahmat; Nasution, Syamruddin; Zarkasih
Al-Hayat: Journal of Islamic Education Vol. 9 No. 4 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i4.307

Abstract

This study aims to clarify the concept of adab in Islamic learning by developing a structured conceptual model grounded in Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī. While existing scholarship has widely discussed adab within Islamic education, its components are often presented in a fragmented and normative manner, resulting in limited conceptual organisation for contemporary Islamic Education. Addressing this gap, the article conceptualises adab as an integrative moral–epistemic framework that connects classical Islamic sources with modern educational theory. Methodologically, the study employs a qualitative conceptual design using an integrative literature review combined with directed content analysis. The data consist of selected ḥadīth from Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī as the primary textual source, supplemented by authoritative classical commentaries. Data were collected through systematic identification and thematic extraction of adab-related materials and analysed by organising concepts into predefined analytical categories while allowing relevant themes to emerge. Analytical rigour was ensured through transparent source selection, consistent transliteration, and triangulation with classical interpretations. The analysis identifies three core dimensions of adab in learning: ethical relations between teachers and learners, the order and norms governing learning settings, and the ethics of inquiry, listening, referencing, and knowledge transmission. These dimensions operate alongside enabling conditions, namely intention, teacher exemplarity, and institutional culture, which together shape educational outcomes such as learner engagement, the quality of scholarly discourse, and the formation of a stable ethical disposition rooted in adab. The article further proposes four theory-driven propositions to guide future empirical research. As a text-based conceptual study, the model invites empirical testing across diverse educational contexts and contributes a transferable analytical framework for Islamic education research.
Co-Authors Syamruddin, Syamruddin Zarkasih