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All Journal JOURNAL OF QUR'AN AND HADITH STUDIES At-Ta’dib: Journal of Pesantren Education
Maulidatuzzakiyah
UIN Sunan Ampel Surabaya, Indonesia
Arts Humanities

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NASHR AL-ʿILM AND THE WIDENING GROUNDS OF PUBLIC LEGITIMACY IN EARLY ISLAMIC SOCIETY Maulidatuzzakiyah; Tiara Wardatutsaniyah; Muhammad Suyudi; Syamsudin
JOURNAL OF QUR'AN AND HADITH STUDIES Vol. 15 No. 1 (2026)
Publisher : UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/quhas.v15i1.51933

Abstract

This article examines the ḥadīth of Kitmān al-ʿIlm as a normative foundation for the ethics of Nashr al-ʿIlm and its relation to public legitimacy in early Islamic society, understood here as the socially intelligible grounds through which public responsibility could be justified, recognized, or accepted. Existing studies of educational ḥadīth often approach ḥadīth reports as sources of pedagogical values, while the connection between the ethics of knowledge transmission, social recognition, and public responsibility remains less fully explored. This interpretive literature-based study employs a textual-contextual reading of reports recorded by Abū Dāwūd, al-Tirmidhī, Ibn Mājah, al-Bukhārī, and Muslim, supported by classical discussions of adab al-ʿilm, early Islamic historiography, and relevant modern scholarship. The analysis distinguishes textual findings, historical observations, and conceptual synthesis. The findings show that the prohibition against concealing knowledge does not require unrestricted disclosure. Rather, it rejects the arbitrary withholding of needed knowledge when its transmission is required. Historical traces associated with Dār al-Arqam, the teaching of the Qurʾān in Yathrib, Ahl al-Ṣuffah, and the dispatch of Companions function as contextual indications, not as direct proof of social transformation. The reports concerning Usāmah ibn Zayd and Ibn Abzā are treated as illustrative cases in which recognized personal or scholarly capacity could enter the evaluation of public responsibility without erasing lineage, seniority, or social designation. The term “epistemic meritocracy” is used only as a limited analytical marker for this evaluative process. The article contributes to Qur’an and Ḥadīth Studies by expanding educational ḥadīth analysis beyond direct pedagogical application toward the ethical and social conditions through which knowledge becomes transmissible, recognizable, and publicly meaningful.
Digital Asceticism and Mental Resilience: Recontextualizing Zuhud and Uzlah through the Hidden Curriculum of Pesantren Life Maulidatuzzakiyah; Najmi Aurellia Zelda Kamilah; Rubaidi; Iksan
At-Ta'dib Vol. 21 No. 1 (2026): At-Ta'dib: Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v21i1.23

Abstract

Digital asceticism remains under-theorized despite growing concerns over emotional dependency on digital environments, while Islamic concepts such as zuhud and uzlah are still largely treated as normative constructs rather than lived educational practices. Purpose: This study examines how these values are recontextualized as digital asceticism through the hidden curriculum at Pondok Pesantren Babussalam, an Islamic boarding school in Jombang. Methods: A qualitative phenomenological design was employed involving ten female santri and three key informants selected purposively. Data were collected through semi-structured interviews, participant observation, and document analysis over 120 hours of fieldwork, and analyzed using reflexive thematic analysis with iterative coding and triangulation. Findings: Five interrelated themes emerged: zuhud as detachment from digital validation, uzlah as structured routine-based withdrawal, internalization of self-regulation via hidden curriculum practices, emerging mental resilience against digital overstimulation, and rebound effects during periods of unrestricted access. Findings indicate that spiritual routines, role modeling, and peer-based habituation transform external restrictions into internalized self-regulation. Implications: Digital asceticism functions as a pedagogical mechanism for cultivating self-control and resilience, although findings are context-specific and require further cross-institutional validation. Originality: This study advances a phenomenological-theological framework linking classical Islamic ethics with digital behavior regulation through the hidden curriculum in pesantren education.
Co-Authors Iksan Muhammad Suyudi Najmi Aurellia Zelda Kamilah Rubaidi Syamsudin Tiara Wardatutsaniyah