Artikel ini membahas tentang perkembangan hadis pada fase ketiga. Dalam artikel ini terdapat beberapa hal penting yang akan menjadi inti bahasan yaitu, Pengertan ilmu hadis, proses penulisan dan pembukuan hadis pada, kegiatan-kegiatan ulama hadis, bentuk penyusunan kitab hadis, ulama-ulama hadis dan perkembangan kitab hadis yang terjadi selama fase ketiga. Oleh karena itu maka perlu kiranya menjelaskan hal-hal tersebut agar tidak menimbulkan kekeliruan dan kesalahpahaman dalam memahami terkait dengan historitas perkembangan hadis pada fase ketiga. Pengkajian masalah ini dilakukan dengan cara melakukan kajian pustaka dengan pendekatan historis. Maka kesimpulannya adalah terjadinya kodifikasi hadis-hadis Nabi saw. terjadinya lawatan keilmuan yang dilakukan oleh para ulama hadis untuk mengumpulkan hadis-hadis Nabi saw. Dalam hal sistematika penyusunan kitab pada fase ketiga ini terdapat tiga tipologi penyusunan, yairu; al-shahih, al-sunan dan musnad.

PurposeThe present study aims to provide a better understanding of authentic assessment in the COVID-19 pandemic era by exploring how Indonesian lecturers perceive authentic assessment in terms of input, process and output. It also examines the issue through the theoretical lens of authentic assessment following the tenet of a five-dimensional framework (5DF) including assessment task, physical context, social context, assessment result and standard authentic criteria.Design/methodology/approachThe study employed an exploratory sequential mixed-methods design to garner data through qualitative interviews and authentic assessment questionnaires in which 48 lecturers from four universities were involved.FindingsThe study gleaned two important findings. The qualitative data showed that the university teachers enacted the cognitive assessment fruitfully. The study shows that lecturer participants experienced difficulties in integrating cognitive, psychomotor and affective domains into authentic assessment tasks during the teaching and learning process. Additionally, the results of quantitative data support the qualitative data that lecturer participants faced challenges (asking students to demonstrate or perform the tasks) in implementing both social and physical contexts in authentic assessment tasks of online learning during COVID-19 pandemic.Research limitations/implicationsThe present study addresses practical and conceptual implications. Practically, it suggests the need to facilitate the development of lecturers' technological skills to design online authentic assessment in higher education that responds to fully online assessment, such as the prevalence of COVID-19 pandemic. Meanwhile, the study suggests that lecturers need to build their understanding of 5DF theoretical lens which include assessment tasks, physical contexts, social contexts, assessment result and standard authentic criteria to enhance their literacy in enacting authentic assessment.Originality/valueAlthough many studies have investigated the implementation of authentic assessment in higher education, only a few have examined how lecturers perceived online authentic assessment during the COVID-19 pandemic. The present study contributes to developing conceptual and empirical evidence regarding lecturers' perception of the implementation of authentic assessment based on 5DF theoretical lens in higher education settings during the pandemic of COVID-19.

<p class="Normal1"><span>The aim of this study is to find out the effects of learning techniques and the levels of the schemata of the ability in reading English academic texts of Islamic Studies. This research was quasi-experimental, involved 60 samples of students of Tafsir-Hadis Departement, The first semester of 2012/2013 academic year. Faculty of Ushuluddin and Philosophy, UIN (State Islamic University) Alauddin Makassar. The finding that there is an interaction effect between learning techniques and the levels of the schemata of Islamic studies toward the students' ability in reading English academic texts<em>.</em> </span></p>