Professional  Learning Strategies In Tarbawi Hadith:: Analysis of the Hadith Trilogy (Hadith Science, Pedagogy, and Tarbawi Values) Towards Self-Regulated Learning

Fathiyah Nikmah; Maslani; Huriyatul Kamilah; Siti Nuraeni; Yanti Sapitri

doi:10.29240/belajea.v11i1.15339

Authors

Fathiyah Nikmah Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
Maslani Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
Huriyatul Kamilah Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
Siti Nuraeni Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
Yanti Sapitri Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia

DOI:

https://doi.org/10.29240/belajea.v11i1.15339

Keywords:

Self-Regulated Learning, Hadis Tarbawi, Ilmu Hadis, Prophetic Pedagogy, Islamic education, Systematic Literature Review

Abstract

Contemporary education paradigms emphasise self-regulated learning (SRL) as a core 21st-century competency, yet its integration with Islamic pedagogical sources remains underexplored. This systematic literature review examines the prophetic learning trilogy, ilmu hadis (hadith sciences), pedagogy, and tarbawi values from hadis tarbawi (educationally oriented hadiths) to foster SRL in Islamic education contexts. Following PRISMA guidelines, a systematic search across databases (Google Scholar, SINTA, JSTOR, DOAJ) from 2000 to 2024 yielded 53 peer-reviewed articles. Thematic analysis using NVivo 12 identified patterns across the trilogy dimensions. Six major themes emerged: pedagogical principles (35.8%), character education (26.4%), critical thinking (22.6%), learner autonomy (20.8%), hadith epistemology (17%), and Islamic values integration (15.1%). Gaps in the literature reveal limited explicit linkages between the trilogy and SRL (13.2% of articles), underscoring the novelty of the proposed integrated framework. The trilogy provides a robust, holistic framework for prophetic learning that enhances the metacognitive, motivational, and ethical dimensions of SRL. Recommendations include curriculum integration, teacher training, and empirical validations. This study bridges Islamic intellectual heritage with modern educational psychology, offering transformative implications for Islamic institutions.

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