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All Journal ALMUSTOFA: Journal of Islamic Studies and Research Service ALFIHRIS: Jurnal Inspirasi Pendidikan
Muhammad Royyan Faqih Azhary
Ma'had Aly Hasyim Asy'ari Tebuireng
Religion Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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The Concept of ‘Uzlah (Self-Isolation) from a Hadith Perspective: An Analysis of Hadith Narrated by Muslim No. 1888. Muhammad Royyan Faqih Azhary
Almustofa Journal of Islamic Studies and Research Vol 2 No 2 (2025): Transformasi Pemikiran Islam di Era Digital
Publisher : BAMALA Institute

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Abstract

The concept of uzlah (self-isolation) in Islam is often understood dichotomously, either as a praiseworthy spiritual practice or as a neglect of social responsibility. This study aims to analyze the hadith of uzlah narrated by Imam Muslim (no. 1888) comprehensively through a tahlili (analytical) approach, examining the validity of the sanad (chain of narration), the content of the matan (text), and its implications in the contemporary context. Using a descriptive-analytical library research method, this study traces the chain of transmission (sanad), evaluates the credibility of narrators through jarh wa ta'dil procedures, and analyzes the meaning of the text (matan) along with its contextualization. The results show that the sanad of the uzlah hadith is connected (muttaṣil) and authentic (ṣaḥīḥ), with all narrators considered credible. The analysis of the matan reveals that uzlah in Islam is contextual and not absolute. This practice becomes prohibited if it leads to the neglect of family obligations, abandonment of amar ma'ruf nahi munkar (enjoining good and forbidding evil), or mere escape from responsibility. Conversely, uzlah is prescribed in environments characterized by systemic immorality, for temporary spiritual recovery, or in the context of scholarly or educational retreats (khalwat ilmiyah). This study concludes that the hadith of uzlah aligns with maqāṣid al-sharīʿah (the objectives of Islamic law), particularly the principle of ḥifẓ al-dīn (preservation of faith) in emergency situations, and offers a balanced framework for understanding between individual spiritual needs and social responsibilities.
Student-Centered Learning from the Perspective of the Prophet’s Hadith Alfa Munayah HRP; Muhammad Royyan Faqih Azhary; Maulanida
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 4 No. 2 (2026): April: Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/alfihris.v4i2.1915

Abstract

This study discusses the application of Student Centered Learning (SCL) from the perspective of the Prophet Muhammad's hadith through a thematic study of the book Asbab al-Wurud by Imam Jalaluddin as-Suyuthi. The background of this research is the difficulties experienced by educators in Indonesia in implementing the SCL approach mandated by the government, as well as the author's belief that understanding the Prophet's educational process with his companions can overcome these difficulties. This study aims to identify the hadiths in the book Asbab al-Wurud that represent SCL, assess their quality, and classify the types of the Prophet's educational methods related to SCL. This research is a library research with the primary data source being the book Asbab Wurud al-Hadits by as-Suyuthi. Data collection techniques used the documentation method, while data analysis was conducted through hadith takhrij, sanad and matan quality assessment, and pedagogical analysis. The results showed that out of 96 hadiths contained in the book Asbab al-Wurud, there were 20 hadiths (20.8%) in the full SCL category, 22 hadiths (22.9%) in the semi-SCL category, and 56 hadiths (58.3%) in the non-SCL category. Of the 20 hadiths in the full SCL category, the majority are of sahih or hasan quality. The Prophet Muhammad is proven to have used four main types of SCL, namely Problem Based Learning, Case Based Learning, Contextual Based Learning, and Collaborative Learning. This study also finds that the Prophet's educational model cannot be reduced to a single pedagogical label, but rather is an adaptive pedagogy that is flexible and context-responsive, considering the nature of the material, the needs of learners, and educational goals. This research provides historical and theological legitimacy for the implementation of SCL in Islamic educational institutions, while inviting educators to transcend artificial dichotomies between SCL and TCL and to actualize the Prophetic methodological flexibility.
Co-Authors Alfa Munayah HRP Maulanida