Konsep Kurikulum Pendidikan Berbasis Hadits dalam  Penguatan Pendidikan Karakter Peserta Didik di Era Digital

Penri  Anto; Muhammad  Syaifuddin; Miftahurrahman Miftahurrahman

doi:10.53398/ja.v5i1.1017

Authors

Penri Anto Universitas Islam Al-Kifayah Riau, Indonesia
Muhammad Syaifuddin Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia
Miftahurrahman Universitas Islam Al-Kifayah Riau, Indonesia

DOI:

https://doi.org/10.53398/ja.v5i1.1017

Keywords:

Educational Curriculum, Hadith, Islamic Education

Abstract

Hadits Nabi Muhammad ﷺ merupakan sumber ajaran Islam kedua setelah Al-Qur’an yang memuat prinsip dasar pendidikan, baik tujuan, materi, metode maupun evaluasi pembelajaran. Penelitian ini bertujuan untuk menganalisis konsep kurikulum pendidikan yang terkandung dalam hadits serta relevansinya dengan pengembangan kurikulum pendidikan Islam kontemporer. Pendekatan yang digunakan adalah penelitian kepustakaan (library research) dengan metode analisis isi terhadap teks-teks hadits yang berkaitan dengan kewajiban menuntut ilmu, pembinaan akhlak, pendidikan ibadah, serta pembentukan kepribadian muslim. Hasil kajian menunjukkan bahwa kurikulum pendidikan dalam perspektif hadits bersifat integral, mencakup dimensi keimanan, keilmuan, dan amal saleh secara seimbang. Materi kurikulum tidak hanya berorientasi pada aspek kognitif, tetapi juga afektif dan psikomotorik melalui pembiasaan ibadah, keteladanan, serta pembentukan akhlak mulia. Hadits juga menekankan pentingnya metode pendidikan yang humanis seperti dialog, keteladanan, motivasi, dan pembelajaran bertahap sesuai kemampuan peserta didik. Prinsip lain yang ditemukan adalah universalitas pendidikan, kewajiban belajar sepanjang hayat, serta keseimbangan antara kepentingan dunia dan akhirat. Konsep tersebut memiliki relevansi kuat dengan kurikulum modern yang menekankan pendidikan karakter, life skill, dan pembelajaran berpusat pada peserta didik. Dengan demikian, hadits dapat dijadikan landasan normatif dan filosofis dalam merumuskan kurikulum pendidikan Islam di era sekarang agar mampu melahirkan generasi berilmu, beriman, dan berakhlak mulia. Implementasi nilai-nilai kurikulum berbasis hadits diharapkan dapat memperkuat identitas pendidikan Islam sekaligus menjawab tantangan perkembangan zaman.

Author Biographies

Penri Anto, Universitas Islam Al-Kifayah Riau, Indonesia

The Hadith of Prophet Muhammad ﷺ is the second primary source of Islamic teachings after the Qur’an which contains fundamental principles of education, including objectives, learning materials, methods, and evaluation. This study aims to analyze the concept of educational curriculum contained in the Hadith and its relevance to the development of contemporary Islamic education curriculum. The research employs a library research approach with content analysis of hadith texts related to the obligation of seeking knowledge, moral development, worship education, and the formation of Muslim personality. The findings reveal that the curriculum of education from the perspective of Hadith is integrative, covering the dimensions of faith, knowledge, and righteous deeds in a balanced manner. Curriculum content is not only oriented toward cognitive aspects but also affective and psychomotor domains through habituation of worship, exemplary behavior, and character building. The Hadith also emphasizes the importance of humanistic educational methods such as dialogue, modeling, motivation, and gradual learning according to the learners’ abilities. Other principles include the universality of education, lifelong learning, and the balance between worldly and hereafter interests. These concepts are highly relevant to modern curriculum development that promotes character education, life skills, and student-centered learning. Therefore, the Hadith can serve as a normative and philosophical foundation in formulating Islamic education curriculum today in order to produce knowledgeable, faithful, and noble generations. The implementation of curriculum values based on Hadith is expected to strengthen the identity of Islamic education while responding to the challenges of modern civilization

Muhammad Syaifuddin, Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia

The Hadith of Prophet Muhammad ﷺ is the second primary source of Islamic teachings after the Qur’an which contains fundamental principles of education, including objectives, learning materials, methods, and evaluation. This study aims to analyze the concept of educational curriculum contained in the Hadith and its relevance to the development of contemporary Islamic education curriculum. The research employs a library research approach with content analysis of hadith texts related to the obligation of seeking knowledge, moral development, worship education, and the formation of Muslim personality. The findings reveal that the curriculum of education from the perspective of Hadith is integrative, covering the dimensions of faith, knowledge, and righteous deeds in a balanced manner. Curriculum content is not only oriented toward cognitive aspects but also affective and psychomotor domains through habituation of worship, exemplary behavior, and character building. The Hadith also emphasizes the importance of humanistic educational methods such as dialogue, modeling, motivation, and gradual learning according to the learners’ abilities. Other principles include the universality of education, lifelong learning, and the balance between worldly and hereafter interests. These concepts are highly relevant to modern curriculum development that promotes character education, life skills, and student-centered learning. Therefore, the Hadith can serve as a normative and philosophical foundation in formulating Islamic education curriculum today in order to produce knowledgeable, faithful, and noble generations. The implementation of curriculum values based on Hadith is expected to strengthen the identity of Islamic education while responding to the challenges of modern civilization

Miftahurrahman, Universitas Islam Al-Kifayah Riau, Indonesia

The Hadith of Prophet Muhammad ﷺ is the second primary source of Islamic teachings after the Qur’an which contains fundamental principles of education, including objectives, learning materials, methods, and evaluation. This study aims to analyze the concept of educational curriculum contained in the Hadith and its relevance to the development of contemporary Islamic education curriculum. The research employs a library research approach with content analysis of hadith texts related to the obligation of seeking knowledge, moral development, worship education, and the formation of Muslim personality. The findings reveal that the curriculum of education from the perspective of Hadith is integrative, covering the dimensions of faith, knowledge, and righteous deeds in a balanced manner. Curriculum content is not only oriented toward cognitive aspects but also affective and psychomotor domains through habituation of worship, exemplary behavior, and character building. The Hadith also emphasizes the importance of humanistic educational methods such as dialogue, modeling, motivation, and gradual learning according to the learners’ abilities. Other principles include the universality of education, lifelong learning, and the balance between worldly and hereafter interests. These concepts are highly relevant to modern curriculum development that promotes character education, life skills, and student-centered learning. Therefore, the Hadith can serve as a normative and philosophical foundation in formulating Islamic education curriculum today in order to produce knowledgeable, faithful, and noble generations. The implementation of curriculum values based on Hadith is expected to strengthen the identity of Islamic education while responding to the challenges of modern civilization

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Konsep Kurikulum Pendidikan Berbasis Hadits dalam Penguatan Pendidikan Karakter Peserta Didik di Era Digital

Authors

DOI:

Keywords:

Abstract

Author Biographies

Penri Anto, Universitas Islam Al-Kifayah Riau, Indonesia

Muhammad Syaifuddin, Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia

Miftahurrahman, Universitas Islam Al-Kifayah Riau, Indonesia

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