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All Journal Jurnal Wahana Literasi Pendidikan
Nurhasan Nurhasan
Sekolah Tinggi Agama Islam Sirojul Falah Bogor, Indonesia
Education Other

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Inovasi Metode Pembelajaran Perspektif Hadis dalam Kitab Ar-Rasūl al-Mu’allim wa Asālibuhu fī al-Ta‘līm Karya Abdul Fattah Abu Ghuddah Kaimudin Kaimudin; Nurhasan Nurhasan; Slamet Priyadi
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.303

Abstract

This study aims to explore innovative learning methods derived from the perspective of the Prophet Muhammad's hadith through an in-depth analysis of Abdul Fattah Abu Ghuddah's book Ar-Rasūl al-Mu'allim wa Asālibuhu fī al-Ta'līm. As the main reference work, this book codifies the Prophet's teaching methods that have been proven to be pedagogically effective. The research uses a qualitative approach with an exploratory-analytical library research method. Primary data was obtained from the book, while secondary data came from reputable journal articles discussing Islamic educational innovation, hadith-based learning methods, and Abu Ghuddah's thoughts. The results of the study show that Abu Ghuddah successfully mapped at least ten main methods of innovative learning sourced from the Prophet's sunnah: 1. Dialogical (Hiwār) and Question and Answer Methods: From Monologue to Interaction. 2. Parable (Amtsāl) and Contextual Analogy (Abstraction to Concreteness) Methods. 3. The Story Method (Qasas) with an Emotional and Reflective Approach. 4. The Habituation and Repetition Method (Tikrār) with Variations: Towards Mastery Learning. 5. The Practical Demonstration Method (al-Tathbīq al-‘Amalī) and Learning by Doing. 6. Differentiated Instruction Method (Ta'līm Fardī): Accommodating Diversity and Individual Responsiveness. 7. Method of Using Media and the Surrounding Environment (al-Ittikhādz al-Wasā'il wa al-Bī'ah). 8. Positive Reinforcement Method (al-Ta'zīz) and Wise Correction (al-Tashhīḥ al-Hakīm). 9. Method of Giving Examples and Role Models (al-Uswah al-Hasanah). 10. Method of Simplification and Staging (al-Tadrīj wa al-Tabsīth). Analysis of these findings in the context of contemporary education reveals that these methods are not only relevant but also contain innovative principles such as student-centered learning, contextual learning, and differentiation that are in line with modern educational theory. This study concludes that the Prophet Muhammad's teaching tradition is a rich and valid source of inspiration for the development of innovative learning methods in the modern era. The integration of the hadith treasury curated by scholars such as Abu Ghuddah with contemporary educational insights can give rise to an authentic, effective, and transformative model of Islamic education.
Pengembangan Pembelajaran Digital pada Mata Pelajaran Pendidikan Agama Islam Berbasis Nilai Adab dan Akhlak Islami Kaimudin Kaimudin; Nurhasan Nurhasan; Yudi Aris Dwiyanto
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.363

Abstract

Rapid progress in digital technology has profoundly reshaped teaching and learning processes. Nevertheless, the application of digital tools in Islamic Religious Education (known as Pendidikan Agama Islam or PAI) has largely prioritized knowledge acquisition and technical proficiency, often overlooking the crucial development of adab (proper conduct) and akhlak (Islamic moral character), which form the core of Islamic education. This study explores various digital innovations in PAI instruction that are rooted in Islamic principles of adab and akhlak, along with their effects on shaping students’ moral character. Employing a qualitative library research approach, the study draws on recent scholarly journals, reference books, and academic publications. The analysis reveals that carefully structured digital resources such as exemplary moral videos, gamified activities infused with Islamic values, moderated online ethical forums, virtual reality simulations for practicing etiquette, and morally oriented educational social media contentcan effectively foster ethical values. The effectiveness of these approaches relies heavily on the balanced fusion of technological tools, pedagogical strategies, and Islamic content centered on nurturing adab.
Co-Authors Kaimudin Kaimudin Slamet Priyadi Yudi Aris Dwiyanto