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All Journal Journal of Educational Management Research Values: Jurnal Kajian Islam Multidisiplin
M. Suparta
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Religion Humanities Education Social Sciences

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Comparative Study: Prophetic Hadith and Qudsi Hadith Rani Yulisa; Romlah Abubakar Azkar; M. Suparta
Values: Jurnal Kajian Islam Multidisiplin Vol. 2 No. 3 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/values.v2i3.78

Abstract

This study examines the comparison between hadith nabawi and hadith qudsi, two categories of hadith that are fundamental in Islam. Hadith nabawi, which are the sayings and actions of the Prophet Muhammad ﷺ, serve as guidelines for the behavior of the people, while hadith qudsi, which are revelations from Allah conveyed through the Prophet, offer a deeper spiritual dimension. Through an analytical approach, this study explores the differences and similarities in the context of the sources, meanings, and practical applications of both. The findings show that although both are rooted in revelation, the differences in wording and context provide unique nuances in the understanding of Islamic teachings. This study is expected to enrich the literature on hadith and provide new insights for Islamic studies.
Implementing Student-Centered Learning Through Focus Group Discussion: A Strategic Approach to Educational Management in Al-Qur’an and Hadith Instruction Rahmatullah; M. Suparta; Ainurrafiq
Journal of Educational Management Research Vol. 4 No. 4 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i4.1346

Abstract

This study analyzes the implementation of the Student-Centered Learning (SCL) approach through the Focus Group Discussion (FGD) method in Qur’an–Hadith education. The research is motivated by challenges such as low student motivation, limited engagement, and the dominance of teacher-centered instruction in Islamic learning contexts. Employing a descriptive qualitative approach with a phenomenological design, data were collected through observation, interviews, and documentation. The findings reveal that the integration of SCL and FGD enhances students’ active participation, fosters critical and collaborative thinking, and deepens contextual understanding of Qur’anic and Hadith values. Teachers shift from authoritative transmitters to facilitators of learning, while students become autonomous agents who construct meaning through dialogue. From an educational management perspective, this approach encourages more participatory classroom governance, strengthens instructional leadership, and supports continuous professional development for teachers. The study concludes that the SCL–FGD model represents an effective pedagogical and managerial innovation for Islamic education—promoting interactive, reflective, and contextually relevant learning aligned with 21st-century educational goals.
Co-Authors Ainurrafiq Rahmatullah Rani Yulisa Romlah Abubakar Azkar