Articles
<![CDATA[METODE TAKHRIJ HADIST DALAM MENAKAR KUALITAS HADIST NABI ]]>
<![CDATA[Derlan, Aldo Muhamad]]>;
<![CDATA[Romlah Abubakar Askar]]>
<![CDATA[ KAMALIYAH : Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2024): NOVEMBER 2024 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam ]]>
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DOI: 10.69698/jpai.v2i2.626
<![CDATA[Takhrij hadits adalah proses penelitian yang bertujuan untuk menelusuri asal usul dan keabsahan hadits melalui penelusuran rantai periwayatan (sanad) dan penilaian kualitas teks (matan). Metode ini melibatkan berbagai pendekatan seperti penelusuran berdasarkan redaksi, tema, awal teks hadits, sanad pertama, serta kualitas sanad hadits. Melalui takhrij hadits, para ulama dapat memastikan bahwa hadits yang digunakan dalam penetapan hukum dan praktik keagamaan adalah sahih dan dapat dipercaya. Penelitian ini menyoroti pentingnya takhrij hadits dalam memverifikasi keaslian hadits serta mengidentifikasi periwayat yang tidak jelas dan menghilangkan keraguan terhadap keaslian hadits. Metode ini sangat berguna dalam memastikan bahwa ajaran yang diikuti adalah benar-benar berasal dari Nabi Muhammad (saw). Selain itu, penelitian ini juga menggarisbawahi perlunya studi literatur yang komprehensif dan mendalam terhadap karya-karya hadits untuk mencapai kesimpulan yang valid. Dengan demikian, takhrij hadits menjadi alat penting dalam menjaga kemurnian ajaran Islam dan memastikan bahwa praktik keagamaan dilakukan sesuai dengan sumber yang terpercaya. ]]>
<![CDATA[Values of Children's Education in Hadith ]]>
<![CDATA[Yuyun Ningsih]]>;
<![CDATA[Romlah Abubakar Askar]]>;
<![CDATA[Munzir Suparta]]>
<![CDATA[ ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Vol. 4 No. 2 (2025): Islamic Education and Early Childhood Innovation ]]>
Publisher : <![CDATA[STIT Attaqwa ]]>
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DOI: 10.58355/attaqwa.v4i2.158
<![CDATA[Educating children in Islam includes three main aspects, namely: faith, worship, and morals. Through this education, children are taught to know and believe in the oneness of Allah SWT. Religious education accustoms children to carry out their obligations as Muslims, and moral education forms their character and morals. These three aspects are interrelated in forming a child's personality, which not only believes in Allah, but also has noble morals in everyday life. Parents play a very important and primary role in the education and upbringing of their children. Through good examples and upbringing, children will grow into individuals who are faithful, pious, and have noble morals.]]>
<![CDATA[Kajian Kualitas Hadits tentang Risywah dalam Perspektif Ulumul Hadits : Analisis Sanad dan Matan ]]>
<![CDATA[Okki Dwi Cahya]]>;
<![CDATA[Romlah Abubakar Askar]]>
<![CDATA[ Al-Tarbiyah : Jurnal Ilmu Pendidikan Islam Vol. 3 No. 2 (2025): April: Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/al-tarbiyah.v3i2.2247
<![CDATA[This study examines the quality of hadiths concerning risywah (bribery) through the classical hadith sciences perspective, focusing on sanad (chain of transmission) and Matan (textual content) criticism. Using a qualitative approach, the research traces the transmission routes and analyzes the content of relevant hadiths sourced from primary collections such as the Kutub Sittah and contemporary scholarly works. The analysis reveals that most hadiths on risywah exhibit significant weaknesses in their sanad, including inconsistencies in transmission chains (idhthirāb), questionable credibility of key narrators, and the presence of unidentified narrators (majhūl al-hāl). Additionally, variations in wording and potential distortions in the matan raise doubts about the authenticity of the hadith content. Nevertheless, some hadiths with stronger sanad, such as those narrated by Abdullah bin 'Amr and Abu Hurairah, serve as solid foundations for reinforcing the prohibition of risywah. The study underscores the necessity of a holistic approach in hadith criticism that integrates sanad verification, Matan analysis, and historical contextualization to preserve the integrity of Islamic legal sources and recommends caution in utilizing problematic hadiths related to risywah.]]>
<![CDATA[Mubadalah dan Hadis Gender: Studi Pemikiran Faqihuddin Abdul Qadir ]]>
<![CDATA[Iqro’ Katsir]]>;
<![CDATA[Romlah Abubakar Askar]]>;
<![CDATA[Abdul Ghofur]]>
<![CDATA[ TADHKIRAH: Jurnal Terapan Hukum Islam dan Kajian Filsafat Syariah Vol. 2 No. 2 (2025): TADHKIRAH : Jurnal Terapan Hukum Islam dan Kajian Filsafat Syariah ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/tadhkirah.v2i2.142
<![CDATA[This study departs from the mubadalah approach in interpreting hadiths related to gender relations from the perspective of Faqihuddin Abdul Qadir's thought. Through a literature review and descriptive-analytical analysis method, this research examines how mubadalah, as a hermeneutic method, can offer a fair, contextual, and equitable reading of religious texts. In Faqihuddin's view, mubadalah is based on the principles of reciprocity and mutual relations between men and women, rejecting both gender hegemony and subordination. This approach serves as a critical response to the patriarchal constructions in Islamic interpretations that have marginalized women. The findings indicate that mubadalah can bridge the gap between conservative textual approaches and radical liberal readings, and is relevant for realizing justice and gender equality in the lives of Muslims]]>
<![CDATA[Hadith as a Lamp of Education: The Position and Relevance of Hadith in Contemporary Islamic Education ]]>
<![CDATA[Afifah Salsa Bella]]>;
<![CDATA[Romlah Abubakar Askar]]>;
<![CDATA[Munzir Suparta]]>
<![CDATA[ Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2025) ]]>
Publisher : <![CDATA[Penerbit Hellow Pustaka ]]>
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DOI: 10.61166/kasyafa.v2i2.72
<![CDATA[Hadith as the second source of Islamic teachings after the Koran has an important role in building the morals and character of the Muslim generation. Hadith is defined as all the sayings of the Prophet Muhammad SAW which can be used as evidence in establishing Sharia law, such as obligatory, haram, mandub, makruh and permissible. Hadith also includes all matters relating to the mission and teachings of Allah SWT carried out by the Prophet Muhammad SAW, while matters of a humanitarian nature are not included in the hadith category. This research uses a descriptive method with qualitative analysis and uses a library research approach that collects data through research, reading, and analysis of related documents. The research results show that with a deep understanding of hadith, it is hoped that educators and the community can integrate Islamic values in the education process, so that future generations will not only have broad knowledge but also good morals. Thus, the importance of understanding and applying hadith in contemporary Islamic education cannot be ignored because this will contribute to the formation of a generation of Muslims who are not only intellectually intelligent but also strong in morals and spirituality.]]>
<![CDATA[Perbandingan Validitas Hadis dalam Shahih Al-Bukhari dan Al-Adab Al-Mufrad: Suatu Tinjauan Ilmiah ]]>
<![CDATA[Fuhair Annahdhi]]>;
<![CDATA[Romlah Abubakar Askar]]>
<![CDATA[ MAHAD ALY JOURNAL OF ISLAMIC STUDIES Vol. 4 No. 1 (2025): Ma had Aly Journal of Islamic Studies ]]>
Publisher : <![CDATA[AL-BAYAN INSTITUTE ]]>
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DOI: 10.63398/ynkmww55
<![CDATA[The validity of hadith is a fundamental aspect of the hadith study, particularly in a diverse field of keispage as the reference to the authentic Rasulullah saw. The priest al-Bukhari, the central figure in the isthmian, produced two notable works: Shahih al-Bukhari and al-Adab al-Mufrad. Both are structured with different methodologies and orientation. Such strict standards of validity are consistently applied by shahih al-bukhari, which contains only hadis-hadith with shahih degrees, while the hadith with varying degrees, from shahih to hasan and in part part of the multiplicity (dhaif), contained in al-Adab al-Mufrad asa thematic work on adab. The goal of this research is to compare the validity of the scriptures with the approach of critics of sanad and the abuse. Additionally, the research examines methodological differences in the hadiths selection. It is a qualitative study with an approach to literature (library research). Based on analysis, the differences in the purpose of writing are reflected in the differences in the validity of the hadiths in the two books. This study affirms the importance of understanding the context of methodologies of classical methodology. As for the purpose, it is to rate the mortality rate of history more proportionately. ]]>
<![CDATA[The Role Of PAI Teachers In Teaching Nasikh-Mansukh: Challenges And Solutions In The Post-Truth Era ]]>
<![CDATA[Niza Putri Nurfajrin]]>;
<![CDATA[Romlah Abubakar Askar]]>;
<![CDATA[Munzir Suparta]]>
<![CDATA[ Classroom: Journal of Islamic Education Vol. 2 No. 1 (2025): March ]]>
Publisher : <![CDATA[Penerbit Hellow Pustaka ]]>
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DOI: 10.61166/classroom.v2i1.25
<![CDATA[The rise of the post-truth era has created new epistemological and pedagogical challenges in the teaching of Islamic Religious Education (PAI), particularly in conveying complex and nuanced concepts such as nasikh-mansukh (abrogation in Islamic law). This study aims to analyze the challenges faced by PAI teachers in teaching nasikh-mansukh in the context of a digital society marked by misinformation, emotional bias, and declining trust in authoritative religious sources. Employing a qualitative approach through library research, this study explores various scholarly perspectives, classical Islamic texts, and contemporary educational discourses. The findings reveal that many students are exposed to religious content through social media that lacks context and accuracy, leading to partial and even distorted understandings of nasikh-mansukh. Teachers often encounter difficulties in countering these misconceptions due to limited resources, inadequate training in digital literacy, and the emotional resistance of students shaped by pre-existing biases. This study proposes adaptive strategies, including contextual bridging, critical Qur’anic reading, and the integration of maqāṣid al-sharī‘ah (higher objectives of Islamic law) in teaching nasikh-mansukh. These strategies aim to reframe nasakh not as a contradiction in revelation, but as a dynamic pedagogical process that reflects divine wisdom and legal responsiveness. The research contributes to strengthening Islamic education by equipping teachers with the necessary tools to navigate religious teaching in an era dominated by post-truth dynamics.]]>
<![CDATA[BULLYING FROM THE PERSPECTIVE OF HADITH IN THE SCHOOL ENVIRONMENT ]]>
<![CDATA[Ria Zubaidah]]>;
<![CDATA[Romlah Abubakar Askar]]>;
<![CDATA[Abdul Ghofur]]>
<![CDATA[ Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025 ]]>
Publisher : <![CDATA[PT. Jurnal Center Indonesia Publisher ]]>
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DOI: 10.62567/micjo.v2i3.726
<![CDATA[Bullying is a deviant behavior that has serious impacts on the mental and social well-being of its victims, particularly within educational environments. From an Islamic perspective, acts of harming others—whether physically, verbally, or psychologically—are in direct contradiction to the values taught by the Prophet Muhammad (peace be upon him). This study aims to examine the perspective of hadith on bullying behavior and its relevance in shaping students’ character and social ethics. This research employs a library research method, with data obtained from primary hadith sources such as Sahih al-Bukhari, Sahih Muslim, and other supporting literature. The findings indicate that bullying is strongly prohibited in hadith, as it contradicts the principles of Islamic brotherhood (ukhuwah Islamiyah), the prohibition of harming others, and the obligation to uphold the dignity of fellow Muslims. The Prophet’s traditions guide Muslims to guard their speech and actions, avoid mockery, and build social relationships based on compassion and mutual respect. Therefore, the internalization of hadith values can serve as a fundamental basis for bullying prevention in educational settings.]]>
<![CDATA[EMOTION REGULATION STRATEGIES IN HADITH PERSPECTIVE AND THEIR RELEVANCE TO CONTEMPORARY PSYCHOLOGY ]]>
<![CDATA[Razilhija, Eriska]]>;
<![CDATA[Romlah Abubakar Askar]]>;
<![CDATA[Abdul Ghofur]]>
<![CDATA[ Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025 ]]>
Publisher : <![CDATA[PT. Jurnal Center Indonesia Publisher ]]>
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DOI: 10.62567/micjo.v2i3.790
<![CDATA[This study aims to examine emotion regulation strategies from the perspective of Hadith and their relevance to contemporary psychology. The main focus of this research is on three Hadiths that provide guidance on managing emotions, particularly anger: Hadith Abu Dawud no. 4150 on reciting ta'awudz when angry, Hadith Abu Dawud no. 4151 on changing body posture when angry, and Hadith Isnad Shahih no. 9630 on the prohibition of anger. These three Hadiths teach techniques that can help individuals manage their emotions effectively, such as seeking protection from Allah, changing physical conditions to relieve tension, and restraining from anger. From the perspective of contemporary psychology, these strategies resemble emotion regulation approaches found in theories such as cognitive reappraisal and emotion regulation strategies, which aim to change perception or physiological responses to negative emotions. This research also reveals how teachings in the Hadith can be used as a foundation to understand emotion regulation more holistically, integrating both spiritual and psychological dimensions. Through this understanding, the study highlights the importance of integrating Islamic teachings with contemporary psychological principles to create a more comprehensive approach to managing human emotions, particularly anger, in the modern world.]]>
<![CDATA[KAJIAN ANALISIS HADIS TENTANG TOLERANSI PADA BUKU TEKS PENDIDIKAN AGAMA ISLAM SMA KELAS X ]]>
<![CDATA[ruhmina]]>;
<![CDATA[Romlah Abubakar Askar]]>
<![CDATA[ Ilma Jurnal Pendidikan Islam Vol. 4 No. 1 (2025): Jurnal Ilma ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Islam Jakarta ]]>
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DOI: 10.58569/ilma.v4i1.1216
<![CDATA[Tolerance is an essential principle in Islamic teachings that emphasizes respect for differences and harmonious social life. This value is reflected in various verses of the Qur'an and hadiths, which highlight the importance of justice, religious freedom, and openness to human diversity. This study aims to analyze the function of hadiths in the discussion of tolerance material in Islamic Religious Education (PAI) textbooks for senior high school (SMA) grade X. The research employs a qualitative approach through a library study method with descriptive-analytical techniques. Data were obtained from PAI textbooks and relevant literature on hadith and the interpretation of tolerance-related verses. The findings indicate that hadiths in these textbooks primarily serve as supportive or complementary sources that reinforce the message of tolerance in Islamic teachings. Islam teaches tolerance in a systematic manner, starting with conscious belief selection, followed by an understanding of religious diversity, and ultimately fostering the ability to maintain good social relations without compromising the core principles of faith. The incorporation of tolerance values in Islamic education is expected to shape students into inclusive individuals, socially wise, and firm in their religious beliefs. Keywords: tolerance, hadith, Islamic Religious Education, PAI high school textbook]]>
