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All Journal Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Jurnal Living Hadis
ainul azhari azhari
Universitas Islam Syekh Yusuf Tangerang
Religion Humanities Education

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Ragam Makna Kesahihan Hadis ainul azhari azhari; A. Hasan Asy’ari ‘Ulama`i; Ahmad Musyafiq Musyafiq
Jurnal Living Hadis VOL 3, NO 1 (2018)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1396.562 KB) | DOI: 10.14421/livinghadis.2018.1437

Abstract

The scholars of hadith have standards and criteria for determining the validity of the hadith. Therefore, their standards vary and through the different criteria are different in interpreting the authentic hadith. This difference of meaning must be explained in relation to the practice of hadith and its use as an argument. The true meaning according to Muhammad Haqqi al-Nāzilī is a continuous hadith, not narrated through the siqah narrator, in spite of syaż and 'illat and his traditions conveying the privileges of the sunna practices that can motivate someone to carry out the practices of the sunna. So someone who performs these deeds based on authentic hadith and get a reward that doubled because it already knows the virtue of the hadith.The validity of the traditions contained in the book of Khazīnat al-Asrār Jalīlat al-Ażkār based on the criteria of the jumhur ulama of hadith states that these traditions do not reach the valid degree. But the traditions in it are dominated by hadith hasan and ḍa'īf. From a number of hadiths sampled in this study proves that there are 14 Hadiths, Hadiths that have ḍa'if degree of hadith 24 hadith, and hadith reaching degree ṣaḥīḥ only 8 hadith. However, according to al-Nāzili hadith in the book of Khazīnat al-Asrār are authentic hadiths based on the standard of criteria that he possesses.  Para ulama hadis mempunyai standar dan kriteria untuk menentukan kesahihan hadis. Maka dari itu, standar mereka berbeda-beda dan melalui perbedaan kriteria tersebut maka berbeda pula dalam memaknai hadis sahih. Perbedaan makna ini harus dijelaskan terkait dengan pengamalan hadis dan penggunaannya sebagai hujah. Makna sahih menurut Muhammad Haqqi al-Nāzilī adalah hadis yang sanadnya bersambung,  tidak diriwayatkan melalui perawi yang ṡiqah, tidak terhindar dari syaż dan ‘illat dan hadis-hadisnya menyampaikan keistimewaan dari amalan-amalan sunah yang dapat memotivasi seseorang untuk melaksanakan amalan-amalan sunah. Sehingga seseorang yang melaksanakan amalan-amalan tersebut berdasarkan hadis sahih dan mendapatkan pahala yang berlipat ganda karena sudah mengetahui keutamaannya dari hadis tersebut. Kesahihan hadis yang terdapat dalam kitab Khazīnat al-Asrār Jalīlat al-Ażkār berdasarkan standar kriteria jumhur ulama hadis menyatakan bahwa hadis-hadis tersebut tidak mencapai derajat sahih. Melainkan hadis-hadis di dalamnya didominasi oleh hadis hasan dan ḍa’īf. Dari sejumlah hadis yang dijadikan sampel dalam penelitian ini membuktikan bahwa hadis yang berderajat hasan ada 14 hadis, hadis yang berderajat ḍa’if ada hadis 24 hadis, dan hadis yang mencapai derajat ṣaḥīḥ hanya 8 hadis. Tetapi, menurut al-Nāzili hadis dalam kitab Khazīnat al-Asrār merupakan hadis-hadis sahih berdasarkan standar kriteria yang ia miliki.  
Teacher-Student Relationship In Dealing With The Violence In An Educational Environment: Perspective Of Imam Al-Ghazali In The Minhajul Muta’allim Book Ainul Azhari; Nurhalimah Nurhalimah; Aslihatul Rahmawati
At-Tarbiyat Vol 5 No 3 (2022): Islamic Education In Indonesia
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.v5i3.466

Abstract

Teaching and learning activities involve a series of activities carried out by teachers and students who act as actors in education. Both of them interact with each other to achieve predetermined goals. The relationship between teacher and student is inseparable from the components that support ongoing learning activities. The teacher-student relationship is also a protective factor against the emergence of violence in schools. However, sometimes this violence often occurs in educational settings. So, in this study, a researcher will analyze the teacher-student relationship through the thoughts of Imam Al-Ghazali from the Book of Minhajul Muta’allim in dealing with violence in the educational environment. This research is qualitative, using the descriptive-analytical method. and this research is also library research, using content analysis as a data analysis technique because this research relies on text and aims to describe the results of the research. This study explains that Al-Ghazali as a Sufi with a philosophical background has a philosophy of education concept. Al-Ghazali colored his thoughts referring to the basic concept of ethics which is better known as “moral education” which is in line with the goals of education proclaimed by Al-Ghazali, namely to form full-time human beings who aim to get closer to Allah SWT and get happiness in life in the world and the hereafter because of education. According to Al-Ghazali is to eliminate the bad morals of students and in still have good morals in them. In his thinking about the teacher-student relationship, both of them must have a sincere intention in studying and teaching knowledge as well as purifying the soul from despicable morals and bad traits that can eat away at the heart. So as long as the heart is not cleansed of vile things, it will not be easy for it to receive beneficial knowledge. So that it can avoid the occurrence of acts of violence in the educational environment and create an ideal education with a divine foundation and prioritize morality and then the intellectuality of students.
Human Rights Discourse for Marginalized People: A Hadith Approach with Hassan Hanafi's Hermeneutics: Diskursus Hak Asasi Manusia untuk Kaum Marginal: Pendekatan Hadis dengan Hermeneutika Hassan Hanafi Ainul Azhari
Jurnal Living Hadis Vol. 10 No. 1 (2025)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/livinghadis.2025.5870

Abstract

Human rights apply universally regardless of age, religion, gender, nationality, social status, political views, or local language. However, in practice, intolerant behavior is still widely found. This then gave birth to the term marginalized, such as religious minorities, the weak, powerless, poor, and suburban communities. Departing from these problems, it is important to re-read the hadith guidance to determine tolerant, humanist, and respectful attitudes towards others within the framework of human rights. Two questions become the initial basis of the study; first, how does the hadith view marginalized people? Second, how does Hassan Hanafi’s Hermeneutics interpret the hadith on human rights? Both questions were then analyzed using a qualitative approach with descriptive-analysis-based library research and content analysis as a data analysis technique. The results of this study show that Hassan Hanafi’s hermeneutic reading of the hadith termed the value of equality as “being”, with elements such as brotherhood, equality, and humanity included in “being with others”. In addition, safeguarding and fulfilling human rights for marginalized groups, such as the right to life, justice, equality, property, religious freedom, and decent wages, is part of the “being in the world” referred to in the hadith. This is corroborated by the awareness of the Prophet Muhammad, who always provided examples and guidance in upholding and protecting human rights, especially for marginalized groups.
Co-Authors A. Hasan Asy’ari ‘Ulama`i Ahmad Musyafiq Musyafiq Aslihatul Rahmawati Nurhalimah Nurhalimah