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All Journal Hikmah : Journal of Islamic Studies Journal of Education Research DIRAYAH : Jurnal Ilmu Hadis Journal of Counseling, Education and Society
Miftahuddin Miftahuddin
UIN Syarif Hidayatullah Jakarta
Religion Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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HADITS DHA’IF SEBAGAI HUJJAH DALAM PERSPEKTIF IBNU HAJAR AL-ASQALANI DAN AL-ALBANI: STUDI KOMPARATIF ANALITIS Dhiya Azhomah Romadhona; Romlah Abu Bakar Askar; Miftahuddin Miftahuddin
DIRAYAH : Jurnal Ilmu Hadis Vol. 6 No. 02 (2026): DIRAYAH: Jurnal Ilmu Hadis
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Ar-Rahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62359/dirayah.v6i02.1245

Abstract

Da'if hadith represents the most debated category in islamic scholarly tradition, particularly regarding its permissibility as a hujjah (legal proof) in both legal rulings and religious practice. this study aims to examine and compare the views of two prominent hadith scholars, ibn hajar al-asqalani and muhammad nashiruddin al-albani, on the status of da'if hadith as hujjah. a qualitative approach was employed through library research and comparative-analytical methods, drawing on primary sources from the authoritative works of both scholars and secondary sources comprising relevant academic journals and literature. the findings reveal that ibn hajar permitted the use of da'if hadith in the context of fadha'il al-a'mal, mau'izhah, targhib, tarhib, and i'tibar, subject to three strict conditions, reflecting a contextual paradigm in line with the consensus of classical scholars. al-albani, by contrast, rejected the use of da'if hadith entirely and without exception, on the grounds that such hadith yields only unverifiable conjecture. the divergence between the two scholars is not merely a matter of technical methodology, but reflects two fundamentally different paradigms regarding the function of hadith in religious life. this study contributes to filling a scholarly gap by systematically bringing both perspectives together within a single comparative framework.
Integration of islamic education and digital literacy in twenty-first century learning Miftahuddin Miftahuddin; Muhammad Rizki Perdana
Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/08jces682700

Abstract

The rapid development of digital technology has created new challenges and opportunities for Islamic education in the twenty-first century. Educational institutions are increasingly required to integrate digital literacy with Islamic values to support ethical and responsible technology use. This study aims to analyze the integration of Islamic education and digital literacy, identify implementation challenges, and explore learning development strategies relevant to contemporary educational contexts. The study employed a qualitative Narrative Literature Review (NLR) approach. Literature sources were collected from Google Scholar, Scopus, ScienceDirect, Springer, and Garuda databases using keywords related to Islamic education, digital literacy, and twenty-first century learning. Relevant journal articles, books, conference proceedings, and policy documents were selected based on their relevance, credibility, and alignment with the study objectives. The collected literature was examined through content analysis and qualitative descriptive analysis to identify recurring themes and conceptual patterns. The review revealed that the integration of Islamic education and digital literacy is consistently associated in the literature with the development of critical thinking, creativity, communication, collaboration, and ethical awareness in digital learning environments. The analysis also identified major implementation challenges, including limited teacher digital competence, unequal technological infrastructure, weak curriculum integration, ethical risks in digital media, and resistance to educational change. The findings highlight the importance of teacher development, curriculum transformation, technology-supported learning ecosystems, and multi-stakeholder collaboration in strengthening the integration of Islamic values and digital literacy within twenty-first century education.
KRITIK GOLDZIHER DAN SCHACHT TERHADAP AUTENTISITAS HADIS SERTA RESPONS ULAMA HADIS Mafiqah Kayyisah; Romlah Abubakar Askar; Miftahuddin Miftahuddin
Hikmah: Journal of Islamic Studies Vol 22, No 1 (2026): Hikmah Journal of Islamic Studies
Publisher : STAI ALHIKMAH Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47466/hikmah.v22i1.393

Abstract

AbstractThis study examines the Orientalist critique of hadith authority through the thoughts of Ignaz Goldziher and Joseph Schacht and compares it with the responses of hadith scholars. Using a qualitative library research method, this article analyzes the main arguments of Goldziher and Schacht alongside the methodological responses developed in classical and contemporary hadith scholarship. The findings show that Goldziher’s critique tends to generalize hadith as a reflection of later Muslim social, political, and theological conflicts without sufficiently examining the internal mechanisms of hadith transmission. Meanwhile, Schacht’s argument is problematic because it relies heavily on early fiqh literature to assess hadith authenticity and assumes that the absence of a hadith in legal discussions indicates its non-existence. In contrast, hadith scholars developed a systematic method of verification through sanad and matan criticism. Sanad criticism evaluates the continuity of transmission and the reliability of transmitters, while matan criticism examines textual coherence, conformity with stronger evidence, and consistency with established religious principles. This study concludes that Orientalist criticism is useful for encouraging historical awareness in hadith studies, but its methodological limitations must be assessed critically through the established tools of hadith scholarship.ABSTRAKPenelitian ini mengkaji kritik orientalis terhadap otoritas hadis melalui pemikiran Ignaz Goldziher dan Joseph Schacht serta membandingkannya dengan respons ulama hadis. Dengan menggunakan metode kualitatif berbasis penelitian kepustakaan, artikel ini menganalisis argumen utama Goldziher dan Schacht serta respons metodologis yang dikembangkan dalam tradisi ilmu hadis klasik dan kontemporer. Hasil penelitian menunjukkan bahwa kritik Goldziher cenderung menggeneralisasi hadis sebagai cerminan konflik sosial, politik, dan teologis umat Islam pasca-Nabi tanpa cukup mempertimbangkan mekanisme internal transmisi hadis. Sementara itu, argumen Schacht bermasalah karena terlalu bertumpu pada literatur fikih awal untuk menilai autentisitas hadis dan mengasumsikan bahwa ketiadaan hadis dalam diskusi hukum tertentu menunjukkan bahwa hadis tersebut belum ada. Sebaliknya, ulama hadis telah mengembangkan metode verifikasi yang sistematis melalui kritik sanad dan matan. Kritik sanad menilai kesinambungan periwayatan dan kredibilitas perawi, sedangkan kritik matan menguji koherensi teks, kesesuaiannya dengan dalil yang lebih kuat, serta konsistensinya dengan prinsip-prinsip agama. Penelitian ini menyimpulkan bahwa kritik orientalis berguna untuk mendorong kesadaran historis dalam studi hadis, tetapi keterbatasan metodologisnya harus dinilai secara kritis melalui perangkat ilmu hadis yang telah mapan.
Internalisasi Nilai Profetik Hadis dalam Membentuk Karakter Religius Peserta Didik di Era Digital Indra Lesmana; Romlah Abubakar Askar; Miftahuddin Miftahuddin
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.4007

Abstract

Internalisasi nilai profetik hadis menjadi penting dalam membentuk karakter religius peserta didik di era digital yang ditandai oleh meningkatnya tantangan moral akibat perkembangan teknologi informasi. Penelitian ini bertujuan mengkaji internalisasi nilai profetik hadis serta merumuskan strategi internalisasinya dalam membentuk karakter religius peserta didik di era digital. Penelitian menggunakan pendekatan kualitatif melalui studi kepustakaan dengan sumber data berupa hadis-hadis dalam Kutub al-Sittah. Data dianalisis secara tematik melalui proses identifikasi, klasifikasi, interpretasi, dan sintesis terhadap nilai-nilai profetik yang terkandung dalam hadis. Hasil penelitian mengidentifikasi lima nilai utama, yaitu kejujuran (ṣidq), disiplin (istiqāmah), tanggung jawab (amānah), kasih sayang (raḥmah), dan kebijaksanaan (ḥikmah). Internalisasi nilai-nilai tersebut dirumuskan melalui integrasi kurikulum, pembiasaan perilaku (habit formation), dan keteladanan (uswah ḥasanah) pendidik. Temuan penelitian menunjukkan bahwa strategi internalisasi tersebut berkontribusi dalam membentuk karakter religius peserta didik di era digital.
Co-Authors Dhiya Azhomah Romadhona Indra Lesmana Mafiqah Kayyisah Muhammad Rizki Perdana Romlah Abu Bakar Askar Romlah Abubakar Askar