<![CDATA[This study aims to demonstrate that Bahth al-Masail embodies a highly effective curriculum model for shaping tafaqquh fī al-dīn based on living hadith as a pedagogical culture within Yogyakarta's pesantren. Existing research has largely been confined to the legal outcomes of this forum, leaving its educational dimension - rooted in a prophetic culture - almost entirely overlooked. Employing a qualitative approach and an instrumental case study design, this research examined four levels of Bahth al-Masail forums: (1) the internal pesantren forum at PP. Fadlun Minalloh, (2) the district-level forum (PCNU Bantul), (3) the provincial-level forum (PWNU DIY), and (4) the cross-pesantren forum (FBMP) of the Special Region of Yogyakarta. Data were collected over 22 months through direct participation, in-depth interviews, and analysis of official minutes, and were analyzed using the interactive model introduced by Miles, Huberman, and Saldaña. The findings reveal three core insights. First, Bahth al-Masail operates through a highly complex and mutually integrated series of stages (individual muṭālaʿah, peer discussion, consultation with mashāyikh, and the public plenary) each serving a distinct pedagogical purpose. Second, every stage of the forum is underpinned by hadith-based values that have become a scholarly habitus, functioning as living values rather than merely living texts: the hadith instructing the obligation to seek knowledge, consultation (musyawarah), independent legal reasoning (ijtihad), and asking those of knowledge collectively form the ethical-pedagogical foundation that implicitly drives the entire Baḥth al-Masāʾil process. Third, the forum is shown to holistically cultivate three core competency domains of tafaqquh fī al-dīn: command of source texts (cognitive), legal reasoning (psychomotor), and the internalization of scholarly ethics (adab al-ilmiyah) (affective). This study contributes to broadening the scope of living hadith studies from the ritual-popular domain to a higher intellectual tradition, while also providing evidence that a pesantren curriculum grounded in a prophetic tradition holds significant relevance for contemporary Islamic education.]]>
