A Metacognitive Approach in Teaching Ulumul Qur’an and Ulumul Hadith: A Study of Students at Stain Mandailing Natal

Nelmi Hayati; Nur Hamidah Pulungan; Aulya Adhli; Edriagus Saputra; Arwansyah bin Kirin

doi:10.33578/pjr.v10i3.1502

Authors

Nelmi Hayati STAIN Mandailing Natal, Panyabungan, Indonesia Author
Nur Hamidah Pulungan STAIN Mandailing Natal, Panyabungan, Indonesia Author
Aulya Adhli STAIN Mandailing Natal, Panyabungan, Indonesia Author
Edriagus Saputra STAIN Mandailing Natal, Panyabungan, Indonesia Author
Arwansyah bin Kirin University Tun Hussein Onn Malaysia, Johor, Malaysia Author

DOI:

https://doi.org/10.33578/pjr.v10i3.1502

Keywords:

metacognitive, Ulumul Qur’an, Ulumul Hadith, learning, students

Abstract

This study examines the implementation of a metacognitive approach in teaching Ulumul Qur’an and Ulumul Hadith at STAIN Mandailing Natal. Using a descriptive qualitative approach, data were collected through classroom observations, semi-structured interviews, and documentation involving lecturers and students. The findings indicate that metacognitive strategies such as reflective questioning, analytical discussion, learning journals, and self-assessment contributed to improving students’ conceptual understanding, analytical thinking, and reflective awareness in studying Qur’anic and hadith sciences. Students demonstrated stronger engagement in contextual interpretation, sanad analysis, and matn evaluation across the planning, monitoring, and evaluation stages. This study contributes to the development of a contextual metacognitive learning model for Islamic higher education.

Author Biographies

Nur Hamidah Pulungan, STAIN Mandailing Natal, Panyabungan

Dosen Ilmu Hadis
Aulya Adhli, STAIN Mandailing Natal, Panyabungan

Dosen Ilmu Alquran dan Tafsir
Edriagus Saputra, STAIN Mandailing Natal, Panyabungan

Dosen Ilmu Hadis
Arwansyah bin Kirin, University Tun Hussein Onn Malaysia, Johor

Dosen Ilmu Hadis

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