<![CDATA[Children’s character education faces significant challenges arising from value disruption, technological development, and increasingly complex social changes, highlighting the need for an integrative educational foundation rooted in Islamic sources. This study aims to analyze the hadiths employed by Abdullah Nashih Ulwan in Tarbiyatul Aulād fī al-Islām, identify and classify the character education values contained therein, and examine their relevance to contemporary character education needs. This qualitative study employed library research. Data were analyzed using qualitative content analysis integrated with a thematic hadith approach (maudhu‘i) through data reduction, classification, coding, interpretation, and synthesis. The findings indicate that hadiths in Ulwan’s educational thought function as epistemological and pedagogical foundations for character education and construct five principal dimensions: spiritual, moral, physical, intellectual, and social. Value internalization is implemented through exemplary conduct, habituation, educational dialogue, and gradual approaches adapted to children’s developmental stages. The study concludes that hadith-based character education possesses a holistic value structure and remains relevant to contemporary educational challenges when contextualized in its implementation. These findings imply the need for Islamic education that integrates prophetic values with pedagogical requirements and changing social conditions.]]>
