Sri Handayana
Eberhard Karls Universität Tübingen, Germany

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Beyond Riwayah-Dirayah : The Penta-Structural Hadith Studies As Edi Safris Epistemological Contribution Qurrota A'yun; Arif Budiman; Sri Handayana
Al-Mu'tabar Vol. 6 No. 1 (2026): Al-Mutabar
Publisher : Program Studi Ilmu Hadis STAIN Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874//almutabar.2026.v6i1/3157/5

Abstract

  This article aims to analyse and reconstruct the epistemological ideas of Edi Safri, Professor of Hadith Studies at UIN Imam Bonjol Padang, which are formulated as the pentastructural study of hadith. Hadith studies in Indonesia and the Islamic world in general still rely on two major classifications: the science of hadith transmission (riwayah), which governs the transmission and preservation of hadith, and the science of hadith understanding (dirayah), which establishes the principles of sanad and matan criticism. Although both have made fundamental contributions to the Islamic scholarly tradition, this dualistic framework is not sufficient to depict the true breadth, depth, and contemporary relevance of hadith studies. There is a significant gap in the form of a void in the framework that integrates the dimensions of authenticity, historicity, hermeneutics, intellectual biography, and contemporary responses into a cohesive epistemological structure. This research employs a qualitative method with a descriptive-analytical approach and a biographical-intellectual study based on the author's direct involvement in the learning process with Edi Safri from the undergraduate to doctoral level (2012–present). The findings show that the pentastructural framework fills the epistemological gap left by classical classifications, integrating historical, hermeneutic, intellectual biography, and contemporary response dimensions into a coherent and pedagogically layered scientific architecture. The penta-structural framework of hadith studies includes: (1) al-bahṡ al-asāsī (main study/critique of chain-text), (2) al-bahṡ at-tārīkhī (historical study), (3) al-bahṡ ʻan al-fiqh al-ḥadīṡ (methodological study of hadith understanding), (4) al-bahṡ ʻan al-aʻlām wa al-muṣannafāt (study of figures and literature), and (5) al-bahṡ ʻan al-musykilāt wa al-ḥawādiṡ al-ḥadīṡiyyah (study of contemporary issues). This framework is relevant as an alternative methodology that is more holistic and systematic for the study of modern hadith in Indonesia and globally.
Integrative Islamic Education Model Based on Gayo Cultural Wisdom Dedi Wahyudi; Mahdi; Salami; Sri Handayana
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 1 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i1.7085

Abstract

Local Gayo culture in Bener Meriah plays a pivotal role in shaping religious values, providing a relevant foundation for the development of Islamic Education (PAI). Consequently, this study aims to formulate an integrative Islamic Education model based on Gayo cultural wisdom. To achieve this objective, a qualitative research design with an ethnographic approach was employed to explore and map the cultural values potential for integration into the PAI learning model. The findings indicate that Gayo cultural wisdom embodies profound religious values that serve as strategic guidelines for designing a contextual and adaptive PAI model. Thus, the integration of local cultural values not only enriches religious education content but also strengthens the social relevance and distinct characteristics of the pedagogical model. In conclusion, the integrative Islamic Education model based on Gayo cultural wisdom offers a contextual and strategic approach to advancing religious education rooted in cultural identity.