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All Journal Diroyah : Jurnal Studi Ilmu Hadis Jurnal Studi Ilmu-ilmu Al-Qur'an dan Hadis
Hartati
UIN Siber Syekh Nurjati Cirebon
Religion Languange, Linguistic, Communication & Media Other

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Beyond al-Jarḥ wa at-Ta‘dīl: A Critical Study of the Narrators Accused of Lying in Sunan Ibn Mājah Hartati; Khoirul Anam; Indal Abror; Ahmad ‘Ubaydi Hasbillah
Jurnal Studi Ilmu-ilmu Al-Qur'an dan Hadis Vol. 26 No. 1 (2025): Januari
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/qh.v26i1.5736

Abstract

Islamic scholars have endeavored to address the spread of unauthentic traditions transmitted by unreliable narrators. The science of al-Jarḥ wa al-Ta'dīl plays an important role in the study of hadith criticism as it helps determine whether the narrators are trustworthy or have a bad track record. In this context, Sunan Ibn Mājah has several narrators who have very bad reputations, and some of them are even known to have lied or fabricated traditions. This study investigates these narrators using the al-Jarḥ wa al-Ta'dīl approach. The sources of data are books on biographical dictionaries of narrators, books on fabricated traditions, and books on hadith commentaries. The study identified thirty-one narrators who were accused of lying in the name of the Prophet. Among these narrators was Ibn Mājah’s direct teacher, ‘Abd al-Wahāb b. al-Ḍaḥāk (245/859), from whom Ibn Mājah narrated six traditions. Meanwhile, the narrator with the most narrations is Jābir b. Yazīd al-Ju'fī (128/750), who has sixteen narrations. Therefore, it is important to be cautious in looking at the traditions in Sunan Ibn Mājah because some of the narrators are liars. Researchers should continue to apply al-Jarḥ wa al-Ta'dīl to maintain integrity and ensure that Muslims are protected from misleading traditions.
Living Hadith on Qur’anic Learning and Teaching: Reception, Pedagogical Actualization, and Institutionalization at Rumah Tahfizh Qur’an At-Taqwa Cirebon Amin Iskandar; Hartati; Ahmad Ubaydi Hasbillah; Abdel Nasser Abdelgalil Mohammed Mousa
Diroyah : Jurnal Studi Ilmu Hadis Vol. 11 No. 1 (2026): Diroyah: Jurnal Studi Ilmu Hadis
Publisher : Prodi Ilmu Hadis Fakultas Ushuluddin UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/diroyah.v11i1.56103

Abstract

This study examines the reception, pedagogical actualization, and institutionalization of the hadith on Qur’anic learning and teaching at Rumah Tahfizh Qur’an At-Taqwa Cirebon. Employing a qualitative case study with a living hadith perspective and Berger and Luckmann’s social construction framework, the study draws on direct observation, semi structured interviews with two institutional leaders, five teachers, fourteen students, and three parents, as well as institutional documents. The findings reveal that hadith reception is actor based: institutional leaders, teachers, students, and parents appropriate the prophetic teaching according to their respective social and educational positions, yet their interpretations converge around a shared Qur’anic orientation. These received meanings are externalized through recurring pedagogical practices of Qur’anic learning and subsequently objectified in learning standards, teacher criteria, evaluation mechanisms, parental communication, and institutional governance. The analysis further shows that institutionalization is not a static process, but an ongoing negotiation between the religious values of worship, sincerity, adab, and devotion to the Qur’an and contemporary demands for teacher professionalism, learning achievement, service quality, parental expectations, and institutional sustainability. Theoretically, the study demonstrates that living hadith can be understood as an interconnected movement from actor reception to pedagogical actualization and institutionalization, through which prophetic values acquire social and organizational durability in contemporary Qur’anic education. This finding extends living hadith scholarship by showing how received hadith meanings become embedded in both pedagogical practices and institutional structures.
Co-Authors Abdel Nasser Abdelgalil Mohammed Mousa Ahmad Ubaydi Hasbillah Ahmad ‘Ubaydi Hasbillah Amin Iskandar Indal Abror Khoirul Anam