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All Journal Jurnal Konseling Pendidikan Islam QOSIM: Jurnal Pendidikan, Sosial & Humaniora
Selvi Syahfitri
UIN Syarif Hidayatullah Jakarta
Religion Humanities Economics, Econometrics & Finance Education Social Sciences Other

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Otentisitas Hadis Nabi dalam Perspektif Pendidikan Islam Kontemporer Selvi Syahfitri; Romlah Abubakar Askar; M. Suparta
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.6451

Abstract

Penelitian ini bertujuan untuk menganalisis otentisitas hadis Nabi Muhammad SAW dalam perspektif ilmu hadis, mengkaji problematika penyebaran hadis di era digital dan dampaknya terhadap pendidikan Islam, serta merumuskan implikasi pedagogis bagi penguatan literasi hadis dan pembentukan karakter peserta didik dalam konteks pendidikan Islam kontemporer. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research). Hasil penelitian menunjukkan tiga temuan utama. Pertama, tradisi kritik sanad dan matan merupakan metodologi ilmiah paling sistematis dalam peradaban Islam untuk menjaga kemurnian hadis, dan tetap relevan di era digital meski menghadapi tantangan baru berupa penyebaran konten keagamaan tanpa verifikasi yang memadai. Kedua, massifnya penyebaran hadis melalui media sosial telah menciptakan krisis literasi keagamaan yang serius di kalangan masyarakat Muslim, termasuk peserta didik, dengan mengaburkan batas antara hadis sahih dan hadis palsu serta menggeser tolok ukur kredibilitas keagamaan dari sanad keilmuan menjadi popularitas digital. Ketiga, penguatan pendidikan Islam kontemporer meniscayakan rekonstruksi kurikulum yang mengintegrasikan literasi hadis dan literasi digital keagamaan, penerapan model internalisasi karakter berbasis hadis autentik melalui tahapan ta'lim, tadrib, dan taqwim, serta pembelajaran kontekstual yang menghubungkan hadis dengan realitas kehidupan digital peserta didik. Penelitian ini menyimpulkan bahwa otentisitas hadis merupakan prasyarat fundamental bagi pendidikan Islam yang mampu menghasilkan generasi Muslim dengan karakter religius yang kokoh, etika sosial yang santun, budaya ilmiah yang kritis, dan etika bermedia yang bertanggung jawab.
RESPECT FOR KNOWLEDGE AND SCHOLARS IN THE QUR'AN: A COMPARATIVE STUDY OF IBN KATSIR'S TAFSIR AND AL-MISBAH'S TAFSIR AS A FOUNDATION FOR EDUCATION (Q.S. AL-MUJADALAH: 11) Selvi Syahfitri; Abdul Ghofur; Muhammad Sholeh Hasan
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1310

Abstract

This study examines the concept of honoring knowledge (‘ilm) and scholars (‘ulama) in the Qur’an through a comparative analysis of the classical exegesis of Ibn Kathīr and the contemporary interpretation of M. Quraish Shihab’s Tafsir Al-Mishbah on Qur’an Surah al-Mujādalah verse 11. The background of this research arises from the shifting perception of religious authority in modern society, characterized by rapid information flows, the rise of instant religious figures, and the weakening of traditional Islamic scholarship. The objectives of this research are: (1) to explain the Qur’anic concept of knowledge and scholars; (2) to compare the interpretative frameworks of Ibn Kathīr and Quraish Shihab; and (3) to identify educational values derived from both exegetical approaches. This qualitative study employs library research, using Tafsīr Ibn Kathīr and Tafsir Al-Mishbah as primary sources. Data were analyzed through content analysis and comparative methods to examine methodological differences, interpretative emphases, and educational implications. The findings show that Ibn Kathīr prioritizes authentic narrations (riwāyāt) in interpreting the verse and highlights social ethics and the Prophet’s exemplary conduct. Meanwhile, Quraish Shihab adopts a maqāṣid-oriented approach, emphasizing universal moral principles and contextual relevance to modern social and educational settings. The study reveals that knowledge in Islam integrates rational, spiritual, and moral dimensions. Scholars are regarded as the inheritors of prophets, entrusted with intellectual and ethical responsibilities. In conclusion, both tafsir traditions complement each other: Ibn Kathīr provides strong textual-historical foundations, while Al-Mishbah offers contextual insights essential for constructing relevant and holistic Islamic educational frameworks.
Co-Authors Abdul Ghofur M. Suparta Muhammad Sholeh Hasan Romlah Abubakar Askar