IMPLEMENTATION OF THE HADITH “MAN SALAKA THARĪQAN YALTAMISU FĪHI ‘ILMAN” ON STUDENTS’ ACADEMIC MOTIVATION: A CASE STUDY OF STDIIS JEMBER STUDENTS

Abstract

Academic motivation is a critical element influencing student success in Islamic higher education. This study examines the integration of Islamic theological values, specifically the Prophetic tradition (hadith) "Man salaka thariqan yaltamisu fihi 'ilman," in fostering academic drive based on Suratman's (2019) motivational framework. The objective of this research is to analyze the textual interpretation (sharah) of the hadith and investigate its practical implementation and behavioral implications on the academic motivation of students at STDI Imam Syafi'i Jember. A qualitative case study design was employed, involving 5 distinct subject categories: a scholarship recipient, a high-knowledge student, an average-knowledge student, a low-knowledge student, and a student organization activist, spanning from semester 4 to the final semester. Primary data collection was conducted through in-depth structured interviews, academic observations, and documentary analysis. Data were analyzed using Miles and Huberman's iterative thematic reduction, verification, and triangulation techniques. The results reveal that a profound comprehension of the prophetic promise which bridges the arduous pursuit of knowledge with spiritual salvation acts as a potent intrinsic motivator across all categories, shifting the academic paradigm to an act of spiritual devotion (ibadah). Scholarship recipients are driven by accountability, while high-knowledge students aim for scholarly authenticity (itqan). Conversely, low-knowledge students highly depend on the supportive religious environment (bi'ah shalihah) to maintain their learning resilience against structural challenges like unvocalized Arabic texts. The study concludes that embedding prophetic traditions within the core culture of higher education effectively aligns religious values with academic persistence, providing a robust psychological buffer for undergraduate students.