<![CDATA[This study is motivated by the chapter on á¹arḥ al-‘Älim al-mas‘ala ‘ala al-muta‘allim (problem posing by the teacher to the students) in JÄmi‘ bayÄn al-‘ilm wa faá¸lihi by Ibn ‘Abd al-Barr (d. 463 AH/1071 AD) which contains three ḥadÄ«ths and three ‘ulamÄ’ vows, which at first glance are identical to problem-based learning methods. The purpose of this study is to explore the existence of the ḥadÄ«ths about problem posing by the teacher to the students in terms of their authenticity and validity; also to explore and analyze the understanding of the ḥadÄ«ths about problem posing by the teacher to the students using the tarbawÄ« approach. This is a library research that is enhanced by the takhrÄ«j approach and the sharḥ approach and its contextualization. The results of this study indicate that the ḥadÄ«ths are authentic and valid. The results of this study also show that there is a problem-based teaching message in the TarabwÄ« ḤadÄ«th which is classified as contextually progressive.]]>
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