MUHASABAH AS OPERATIONAL ISLAMIC MINDFULNESS IN SUPPORTING STUDENTS’ SELF-REGULATED LEARNING AMID SOCIAL MEDIA DISTRACTION
DOI:
https://doi.org/10.30868/ei.v15i04.10988Keywords:
muhasabah; Islamic mindfulness; self-regulated learning; social media distraction; Islamic Religious EducationAbstract
This study explores muhasabah as an operational practice of Islamic mindfulness in supporting students’ self-regulated learning (SRL) in Islamic Religious Education (PAI) amid social media distractions. It examines forms of distraction, students lived understanding and practice of muhasabah, manifestations of SRL, the perceived regulatory mechanism of muhasabah, and contextual supporting and inhibiting factors. Employing an Interpretative Phenomenological Analysis (IPA) design in Grade 9D of SMP Al-Hadiid, this study involved three students as primary idiographic informants, triangulated with contextual insights from a PAI teacher, a guidance and counseling (BK) teacher, and a parent. Data were collected through semi-structured interviews, classroom observations, and document analysis of reflection journals, and analyzed via idiographic initial noting, emergent theme development, and cross-case synthesis. Findings indicate that social media distractions, triggered by notifications, short-form video consumption, and peer pressure for rapid responses, induce time slip, fragmented learning flow, and weakened reflective engagement in PAI. Students practice muhasabah as a conscious spiritual-metacognitive pause to audit intention (niyyah), learning utility, and moral accountability (amanah). This process supports SRL through a five-stage cyclical mechanism: awareness, evaluation of intention/benefit, restraint of digital impulse, refocusing, and improvement of learning strategy. While teacher-guided reflection and family rules reinforce this practice, peer-group expectations and Fear of Missing Out (FoMO) constitute the dominant barrier across informants, generating cognitive preoccupation even without physical phone access. Beyond linking existing concepts, this study contributes an empirically grounded spiritual-metacognitive model that translates classical Islamic self-examination into an operational classroom regulation framework.
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