<![CDATA[This study aims to examine in depth the educational and teaching methods of the Prophet Muhammad (peace and blessings of Allah be upon him) as recorded in his hadiths using a hadith methodology approach. The hadiths are not only positioned as normative sources of Islamic teachings, but also as historical pedagogical documents that authentically record the Prophet's educational practices. This study uses a qualitative approach with a literature study type, through critical analysis of sanad (chain of transmission), critical criticism of matan (transmitted transmission), historical context studies (asbāb al-wurūd), and linguistic analysis of educational hadiths sourced from the main hadith books. The results show that the Prophet's learning methods include exemplary behavior (uswah ḥasanah), reflective dialogue (ḥiwār), educational stories (qiṣaṣ nabawiyyah), demonstration and direct practice, and gradual learning (tadarruj). These methods form a prophetic pedagogy that is authentic, humanistic, dialogical, and transformative. The methodological approach of the hadith ensures that the reconstruction of the Prophet's pedagogy is not romantic-normative, but rather has scientific legitimacy and practical relevance. The Prophet's education is proven to be oriented towards human welfare, paying attention to the psychological and social realities of students, and aligning with basic Islamic principles such as ease (taisīr) and compassion (raḥmah). This research has implications for strengthening the epistemology of Islamic education by affirming the hadith as the primary source for the development of Islamic pedagogical theory, while also providing a conceptual foundation for the development of contextual and character-based Islamic Religious Education in the contemporary era.]]>
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