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Unsur-unsur Pendidikan dalam Hadis Muslim Aulia Azizatul Hidayah; Hairul Hudaya
La-Tahzan: Jurnal Pendidikan Islam Vol. 18 No. 1 (2026): La-Tahzan: Jurnal Pendidikan Islam
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan, Institut Agama Islam Bakti Negara Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62490/latahzan.v18i1.1708

This study examines the educational elements found in Muslim Hadith, one of the most authoritative sources of Islamic teachings that contains essential pedagogical values and practices of the Prophet Muhammad The core problem discussed is how the traditions in Muslim Hadith illustrate the aims of education, the characteristics of educators and students, the structure of learning materials, and the instructional methods applied by the Prophet. This research employs a qualitative approach using a literature study method through textual analysis of hadiths and conceptual interpretation of scholarly works related to Islamic education. The findings reveal that Muslim Hadith presents educational goals emphasizing sound creed, the balance between knowledge and ethics, the cultivation of moderate character, and social responsibility through the transmission of good deeds (sunnah hasanah). Educators are depicted as knowledgeable, trustworthy, and exemplary figures, while students are expected to possess proper manners, critical awareness, and caution in interpreting religious texts. The learning materials highlight a gradual understanding of muhkamat and mutashabihat verses, supported by intellectual and ethical discipline. The identified educational methods include exemplary teaching, vigilance against interpretative deviation, consultation, realistic learning, and temporary cessation when misunderstanding arises. The study concludes that the educational values embedded in Sahih Muslim remain highly relevant for strengthening contemporary Islamic education that integrates knowledge, character, and spirituality.

Transformation of Education: Pattern of Integration of Science in Learning at UIN Antasari Banjarmasin Hairul Hudaya; Mahyuddin Barni
SYAMIL: Journal of Islamic Education Vol. 12 No. 1 (2024): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v12i1.8928

This research aims to analyze the pattern of integrating knowledge in learning at UIN Antasari Banjarmasin. It has become a core issue at State Islamic Religious Higher Education Institutions (PTKIN), especially after the status change of several Islamic higher education institutions from STAIN or IAIN to UIN. This status change has had significant consequences on the shift in the fields of study at UIN, which were originally focused solely on Islamic sciences and have been expanded to include general sciences, both social and natural sciences. Many issues remain unresolved regarding the implementation of knowledge integration in the faculties at UIN Antasari, ranging from policies on knowledge integration in learning, the patterns of knowledge integration practiced by lecturers, and the extent to which lecturers respond to research on knowledge integration. The patterns of knowledge integration employed by some lecturers in the learning process include relating or presenting Quranic verses and Hadiths in the teaching of general subjects, and relating or presenting general knowledge in the teaching of Islamic studies. The integration models include informative and complementary approaches. The method used in this research is qualitative descriptive, which involves capturing the state of institutions, communities, and other entities based on the facts found. The research findings indicate that the pattern of knowledge integration involves lecturers relating Quranic verses and Hadiths in the teaching of general subjects, and integrating general knowledge in the teaching of Islamic studies, as well as using informative and complementary models.

Transformation of Education: Pattern of Integration of Science in Learning at UIN Antasari Banjarmasin Hairul Hudaya; Mahyuddin Barni
SYAMIL: Journal of Islamic Education Vol. 12 No. 1 (2024): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v12i1.8928

This research aims to analyze the pattern of integrating knowledge in learning at UIN Antasari Banjarmasin. It has become a core issue at State Islamic Religious Higher Education Institutions (PTKIN), especially after the status change of several Islamic higher education institutions from STAIN or IAIN to UIN. This status change has had significant consequences on the shift in the fields of study at UIN, which were originally focused solely on Islamic sciences and have been expanded to include general sciences, both social and natural sciences. Many issues remain unresolved regarding the implementation of knowledge integration in the faculties at UIN Antasari, ranging from policies on knowledge integration in learning, the patterns of knowledge integration practiced by lecturers, and the extent to which lecturers respond to research on knowledge integration. The patterns of knowledge integration employed by some lecturers in the learning process include relating or presenting Quranic verses and Hadiths in the teaching of general subjects, and relating or presenting general knowledge in the teaching of Islamic studies. The integration models include informative and complementary approaches. The method used in this research is qualitative descriptive, which involves capturing the state of institutions, communities, and other entities based on the facts found. The research findings indicate that the pattern of knowledge integration involves lecturers relating Quranic verses and Hadiths in the teaching of general subjects, and integrating general knowledge in the teaching of Islamic studies, as well as using informative and complementary models.

Hadith as The Philosophical Foundation of Lifelong Education Muhammad Rajiannor; Nuril Huda; Hairul Hudaya
The Future of Education Journal Vol 4 No 9 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1202

This study presents an in-depth review of the concept of Life-Long Education within the framework of the Hadith (sayings and actions) of Prophet Muhammad ﷺ, emphasizing that this idea is not an imported concept but a theological obligation and a solid philosophical foundation within Islam. Although education is often misunderstood as a formal process that ceases upon graduation, the Hadith unequivocally establishes thalabul ‘ilmi (seeking knowledge) as fardhu 'ain (an individual obligation) whose execution transcends age limits, continuing persistently “from the cradle to the grave.” The research method used is a qualitative-descriptive literature review focusing on the thematic analysis of the Hadith, supported by relevant academic literature from the last ten years. The analysis is focused on the meaningful interpretation of key Ahadith (plural of Hadith) concerning thalabul ‘ilmi, tarbiyah (character development), and al-ilm an-nafi’ (beneficial knowledge). The findings of this study indicate that the Hadith provides a holistic framework that successfully integrates intellectual competence and moral integrity, where tarbiyah and the formation of insan kamil (the perfect human being) are the main objectives of the continuous education process.

Traditional Methods of Islamic Education in Current Learning (Study of Hadits Al-Bukhari and At-Tirmidzi) Syahida Ajrina; Hairul Hudaya
The Future of Education Journal Vol 4 No 9 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1256

Traditional methods of Islamic education essentially still have an essential role in today's learning that can be optimized through integration with modern technology based methods amidst the development of the times and the increasing needs of students in today's digital era. This research is included in the type of library research that uses a qualitative approach with thematic analysis methods to find traditional methods of Islamic education contained and stated in the hadith of the Prophet Muhammad saw. based on the narrations of Imam al-Bukhari and at-Tirmidzi, and their relevance to today's learning. The results of this study indicate that traditional methods of Islamic education – such as lectures, stories, questions and answers, and demonstrations – have a strong normative basis in the hadits of the Prophet Muhammad saw., as narrated by Imam al-Bukhari in the book Sahih al-Bukhari and Imam at-Tirmidzi in the book Sunan at-Tirmidzi. Traditional methods of Islamic education essentially still have great relevance to be applied in today's learning activities as a foundation underlying the transfer of religious materials delivered by teachers to students. However, the application of traditional methods of Islamic education in today's learning needs to be combined adaptively and integratively with modern technology-based methods in order to meet the needs of students and answer the challenges of the current digital era, so that this not only helps students to understand Islamic teachings theoretically and practically, but also builds active involvement, critical thinking skills, and a more meaningful learning experience for students.

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