Cultivating Religious Moderation through Ḥadīth Content in Junior High School: A Psychological Perspective on State and Al-Azhar Teaching Materials

Article Sidebar

PDF
Published: Dec 20, 2025
DOI: https://doi.org/10.15642/mutawatir.2025.15.2.86-116
Keywords:
Ḥadīth content; Islamic religious education; Religious moderation; Character education; Psychological perspective.

Main Article Content

Nikmah Rochmawati
Universitas Islam Negeri Walisongo Semarang
Ahmad Musyafiq
Universitas Islam Negeri Walisongo Semarang
Rika Novalina
Universitas Palembang
Mohamad Maulana Magiman
Universiti Putra Malaysia

Abstract

The spread of intolerance and radicalism among adolescents has made the internalization of religious moderation increasingly urgent for basic and secondary education. This study examines the ḥadīth content of the Islamic Religious Education (PAI) teaching materials used in parallel at SMP Islam Al-Azhar 29 Semarang and its implications for cultivating moderation, viewed through a psychological lens. Through a qualitative content analysis and comparative reading of the two sets of materials, those of the Ministry of Primary and Secondary Education and those of the Al-Azhar Islamic Education Foundation (YPI Al-Azhar), the study classifies ḥadīth content into four fields (creed, jurisprudence, Islamic history and culture, and ethics) and assesses the strength of its implications for moderation. Three findings emerge. First, both sets present ḥadīths in two modes, explicit (with Arabic text, translation, and source) and implicit (paraphrase or attribution without them). Second, the Ministry materials show greater moderation potential by number of chapters, the YPI Al-Azhar materials by number of ethics-related ḥadīths. Third, the Ministry materials emphasize the social dimension of moderation, while the YPI Al-Azhar materials emphasize its ritual dimension. The two sets are therefore complementary, and their use is best reinforced by a psychological-pedagogical approach: experiential learning, modeling and habituation, and emotion regulation.

Downloads

Download data is not yet available.

Article Details

How to Cite
Rochmawati, N., Musyafiq, A., Rika Novalina, & Mohamad Maulana Magiman. (2025). Cultivating Religious Moderation through Ḥadīth Content in Junior High School: A Psychological Perspective on State and Al-Azhar Teaching Materials. Mutawatir : Jurnal Keilmuan Tafsir Hadith, 15(2), 86–116. https://doi.org/10.15642/mutawatir.2025.15.2.86-116
Issue
Vol. 15 No. 2 (2025): DECEMBER
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

References

‘Itr, Nūruddīn. Manhaj al-Naqd fī ‘Ulūm al-Ḥadīth. Beirut: Dār al-Fikr al-‘āṣir, 1997.

Auda, Jasser. Maqāṣid al-Sharī‘ah Kafalsafah li al-Tashrī‘ al-Islāmī Ru’yah Manẓūmīyah. Virginia: al-Ma‘had al-‘Ālamī li al-Fikr al Islāmī, 2012.

Bandura, Albert. “Applying Theory for Human Betterment.” Perspectives on Psychological Science 14, no. 1 (2019): 12–15. https://doi.org/10.1177/1745691618815165.

_______. “Social-Cognitive Theory.” In An Introduction to Theories of Personality, 341–360. New York: Psychology Press, 2014.

Barry, Robert J. “Habituation of the Orienting Reflex and the Development of Preliminary Process Theory.” Neurobiology of Learning and Memory 92, no. 2 (2009): 235–242. https://doi.org/10.1016/j.nlm.2008.07.007.

Bayhāqī (al), Abī Bakr Aḥmad b. al-Ḥusayn. Shu‘ab al-Īmān. Beirūt: Dār al-Fikr, 1995.

Christie, Daniel J., and Andrew Dawes. “Tolerance and Solidarity.” Peace and Conflict: Journal of Peace Psychology 7, no. 2 (2001): 131–142. https://doi.org/10.1207/S15327949PAC0702_04.

Connolly, Graeme J. “Applying Social Cognitive Theory in Coaching Athletes: The Power of Positive Role Models.” Strategies 30, no. 3 (2017): 23–29. https://doi.org/10.1080/08924562.2017.1297750.

Decety, Jean, and Meghan Meyer. “From Emotion Resonance to Empathic Understanding: A Social Developmental Neuroscience Account.” Development and Psychopathology 20, no. 4 (2008): 1053–1080. https://doi.org/10.1017/S0954579408000503.

Forst, Rainer. Tolerance in Conflict. Cambridge: Cambridge University Press, 2012. https://doi.org/10.1017/CBO9781139051200.

Galanaki, Evangelia, and Konstantinos D. Malafantis. “Albert Bandura’s Experiments on Aggression Modeling in Children: A Psychoanalytic Critique.” Frontiers in Psychology 13 (2022). https://doi.org/10.3389/fpsyg.2022.988877/full.

Hancock, Jason, and Karen Mattick. “Tolerance of Ambiguity and Psychological Well‐being in Medical Training: A Systematic Review.” Medical Education 54, no. 2 (2020): 125–137. https://doi.org/10.1111/medu.14031.

Hargreaves, Andy. “Mixed Emotions: Teachers’ Perceptions of Their Interactions with Students.” Teaching and Teacher Education 16, no. 8 (2000): 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7.

Hasanah, Amalia, and Siti Rohimah. “Nilai-Nilai Moderasi Beragama dalam Buku Teks al-Qur’an Hadits Kelas XI Terbitan Kemenag RI Tahun 2020.” Jurnal Ilmiah Religiosity Entity Humanity (JIREH) 6, no. 2 (2025): 353–365. https://doi.org/10.37364/jireh.v6i2.324.

Helmy, Muhammad Irfan, Ahmad Darojat Jumadil Kubro, Muhamad ali Ali. “The understanding of Islamic Moderation (wasatiyyah al-Islam) and the hadiths on inter-religious relations in the Javanese pesantrens.” Indonesian Journal of Islam and Muslim Societies 11, no. 2 (2021): 377-401. https://doi.org/10.18326/ijims.v11i2.351-376.

Ichsan, Yazida, Sahiron Syamsudin, Zalik Nuryana, Sukiman. “Realizing Islamic Education Based on Religious Moderation With the Wasathiyah Islamic Paradigm from the Perspective of the Qur’an”. Jurnal Pendidikan Agama Islam 21, no. 1 (June 30, 2024): 247–263. https://doi.org/10.14421/jpai.v21i1.9944.

Illeris, Knud. “What Do We Actually Mean by Experiential Learning?” Human Resource Development Review 6, no. 1 (2007): 84–95. https://doi.org/10.1177/1534484306296828.

Immordino-Yang, Mary Helen, and Antonio Damasio. “We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education.” Learning Landscapes 5, no. 1 (2011): 115–131. https://doi.org/10.36510/learnland.v5i1.535.

Ismail, Muhammad Syuhudi. Metodologi Penelitian Hadis. II. Jakarta: Bulan Bintang, 2007.

Kolb, Alice Y., and David A. Kolb. “Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development.” In The SAGE Handbook of Management Learning, Education and Development, 42–68. London: SAGE Publications Ltd, 2009. https://doi.org/10.4135/9780857021038.n3.

Kolb, David A., Richard E. Boyatzis, and Charalampos Mainemelis. “Experiential Learning Theory: Previous Research and New Directions.” In Perspectives on Thinking, Learning, and Cognitive Styles, 227–248. London: Routledge, 2014. https://doi.org/10.4324/9781410605986-9.

Muhammad, Ahsan, Sumiyati, and Mustahdi. Pendidikan Agama Islam dan Budi Pekerti Kelas IX. Jakarta: Kementerian Pendidikan dan Kebudayaan, 2016.

_______. Pendidikan Agama Islam dan Budi Pekerti Kelas VII. Jakarta: Kementerian Pendidikan dan Kebudayaan, 2016.

_______. Pendidikan Agama Islam dan Budi Pekerti Kelas VIII. Jakarta: Kementerian Pendidikan dan Kebudayaan, 2016.

Muhammad, Muhlis, and Fahruddin Irfan. Pendidikan Agama Islam Kelas IX. Jakarta: YPI Al Azhar Pusat, 2016.

_______. Pendidikan Agama Islam Kelas VII. Jakarta: YPI Al Azhar Pusat, 2016.

_______. Pendidikan Agama Islam Kelas VIII. Jakarta: YPI Al Azhar Pusat, 2016.

Naysāburī (al), Abī al-Ḥusayn Muslim b. al-Ḥajjāj al-Qushayrī. Ṣaḥīḥ Muslim. Riyad: Bayt al-Afkār al-Dawlīyah, 1998.

Perry, Nicole B., Susan D. Calkins, Jessica M. Dollar, Susan P. Keane, and Lilly Shanahan. “Self-Regulation as a Predictor of Patterns of Change in Externalizing Behaviors from Infancy to Adolescence.” Development and Psychopathology 30, no. 2 (2018): 497–510. https://doi.org/10.1017/S0954579417000992.

Rosidin, Rosidin, Masyithah Mardhatillah, Fenty Andriani, Abdul Rahman Addakhil. “Moderate Interpretation in Islamic Religious Education Textbooks: A Case Study in An Indonesian Islamic Senior High School.” Jurnal Lektur Keagamaan 22, no. 2 (December 31, 2024): 383-420. https://doi.org/10.31291/jlka.v22i2.1273.

Rahmawati, Nikmah. “Kenakalan Remaja dan Kedisiplinan: Perspektif Psikologi dan Islam.” Sawwa: Jurnal Studi Gender 11, no. 2 (2017): 267–288. http://journal.walisongo.ac.id/index.php/sawwa/article/view/1458.

Rusmana, Dadan, Heri Gunawan, and Dwi Martiningsih. “Instilling Moderation: Transforming Religious Education in Madrasah Aliyah”. Jurnal Ilmiah Peuradeun 13, no. 1 (January 30, 2025): 77–102. https://doi.org/10.26811/peuradeun.v13i1.1830.

Santrock, John W. Educational Psychology. 2nd ed. Texas: McGraw Hill Company, 2004.

Shofyan, Ahmad. “Pembelajaran Pendidikan Agama Islam Berbasis Moderasi Beragama menuju Society Era 5.0.” Ar-Rusyd: Jurnal Pendidikan Agama Islam 1, no. 2 (2022): 126–14. https://doi.org/10.61094/arrusyd.2830-2281.24.

Slavin, Robert E. Educational Psychology: Theory and Practice. 9th ed. New Jersey: Pearson Education, 2009.

Thompson, Richard F. “Habituation: A History.” The Wiley Blackwell Handbook of Operant and Classical Conditioning 92, no. 2 (2014): 79–94.

Verkuyten, Maykel, and Rachel Kollar. “Tolerance and Intolerance: Cultural Meanings and Discursive Usage.” Culture & Psychology 27, no. 1 (2021): 172–186. https://doi.org/10.1177/1354067X20984356.

Verkuyten, Maykel, and Kumar Yogeeswaran. “The Social Psychology of Intergroup Toleration.” Personality and Social Psychology Review 21, no. 1 (2017): 72–96. https://doi.org/10.1177/1088868316640974.

Walzer, Michael. “The Politics of Difference: Statehood and Toleration in a Multicultural World.” Ratio Juris 10, no. 2 (1997): 165–176. https://doi.org/10.1111/1467-9337.00051.

Zhang, Muxin, and Eric Kuo. “‘Everyone’s Struggling:’ Coping With Institutionalized Hierarchies of Competence through Emotional Resonance.” Science Education (2025). https://doi.org/10.1002/sce.21939.