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All Journal SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) La-Tahzan: Jurnal Pendidikan Islam
Hairul Hudaya
UIN Antasari Banjarmasin
Religion Humanities Education Library & Information Science Social Sciences Other

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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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Aulia Azizatul Hidayah Mahyuddin Barni