Pedagogi Kenabian: Keragaman Peserta Didik, Pembelajaran Dialogis, dan Penalaran Rasional dalam Hadis Pendidikan

Siti Aminah; Zul Ikromi

doi:10.30603/em.v5i01.3666

Authors

Siti Aminah Universitas Islam Negeri Sultan Syarif Kasim Riau
Zul Ikromi Universitas Islam Negeri Sultan Syarif Kasim Riau

DOI:

https://doi.org/10.30603/em.v5i01.3666

Keywords:

Pedagogi Kenabian, Hadis Tarbawi, Keragaman Peserta Didik, Pembelajaran Dialogis, Penalaran Rasional

Abstract

Penelitian ini bertujuan menganalisis konsep pedagogi kenabian dalam hadis-hadis pendidikan dengan fokus pada tiga dimensi utama, yaitu pengakuan terhadap keragaman karakteristik peserta didik, pembelajaran dialogis, dan pengembangan penalaran rasional. Penelitian menggunakan metode kepustakaan (library research) dengan pendekatan kualitatif deskriptif. Data primer bersumber dari hadis-hadis pendidikan dalam kitab-kitab hadis induk, sedangkan data sekunder diperoleh dari literatur pendidikan Islam dan kajian pedagogi kontemporer. Analisis data dilakukan melalui pendekatan tematik hadis (syarh al-hadith al-mawḍu‘i) untuk mengidentifikasi dan merekonstruksi prinsip-prinsip pedagogis yang terkandung dalam hadis. Hasil penelitian menunjukkan bahwa Nabi Muhammad SAW menerapkan prinsip diferensiasi pembelajaran dengan menyesuaikan metode, jawaban, dan strategi pendidikan berdasarkan kondisi individu peserta didik. Selain itu, pembelajaran dialogis yang tercermin dalam Hadis Jibril dan berbagai riwayat tanya jawab berfungsi sebagai sarana membangun pemahaman, mengembangkan partisipasi aktif, dan memperkuat refleksi intelektual peserta didik. Penelitian ini juga menemukan bahwa hadis tentang pengutusan Mu‘adz ibn Jabal mengandung prinsip pengembangan penalaran rasional melalui ijtihad, analisis, dan pengambilan keputusan yang bertanggung jawab dalam bingkai wahyu. Temuan penelitian memperlihatkan bahwa pedagogi kenabian memiliki kesesuaian dengan teori pendidikan modern seperti learner-centered education, dialogic learning, differentiated instruction, dan critical thinking, namun tetap berlandaskan nilai-nilai transendental Islam. Penelitian ini menegaskan bahwa hadis-hadis pendidikan tidak hanya berfungsi sebagai sumber pembentukan akhlak, tetapi juga sebagai landasan epistemologis dan pedagogis bagi pengembangan pendidikan Islam yang humanis, inklusif, dialogis, dan relevan dengan tuntutan abad ke-21.

References

Adawiah & Sakdiah, H., R. “A Comparative Analysis of Critical Thinking in Western and Islamic Education: Implications for Contemporary Islamic Pedagogy,” 2024. https://doi.org/10.21093/sy.v13i2.10570.

Anwar & Mujib, A., S. “Pembelajaran Berbasis Nilai-Nilai Islam Dalam Pengembangan Keterampilan Berpikir Kritis Peserta Didik,” 2023. https://doi.org/10.25299/al-thariqah.2023.vol8(2).13162.

Arcanita Febriyarni, B., & Destriani., R. “Hadith Tarbawi in Islamic Education: Impacts on 21st-Century Learning Readiness through Critical Thinking and Religious Commitment,” 2025. https://doi.org/10.30868/ei.v15i02.10008.

Aslan Hifza, H., & Suhardi, M., A. “Curriculum as Cultural Adaptation in Islamic Education Institutions,” 2022. https://doi.org/10.21580/nw.2022.16.1.10532.

Aulia Maulana, M. N. A., Asy-Syahida, S. N., Taufiqurrohman, & Nursobah, A., F. “Implementing Qur’an-Hadith Learning to Foster Students’ Critical Thinking Skills,” 2025. https://doi.org/10.17509/curricula.v4i2.92564.

Bahri & Fadhli, M., S. “Dialogical Learning in Islamic Education: Strengthening Students’ Participation and Reflective Thinking,” 2024. https://doi.org/10.15575/jpi.v10i1.28765.

Braun, Virginia, and Victoria Clarke. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3, no. 2 (January 21, 2006): 77–101. https://doi.org/10.1191/1478088706qp063oa.

Fikri & Munfarida, E., M. “Konstruksi Berpikir Kritis Dalam Pendidikan Islam: Analisis Tafsir Maudhu’i Berdasarkan Al-Qur’an,” 2023. https://doi.org/10.25299/al-thariqah.2023.vol8(1).11469.

Fitriyanti, W A, and B Haryanto. “Fostering Intellectual Competence through Dialogic Learning in Islamic Boarding Schools.” Indonesian Journal of Islamic Studies 12, no. 3 (2024). https://doi.org/10.21070/ijis.v12i3.1709.

Gucandra Charles, C., Nasution, S. A., Rahma, R. H., & Pratama, A. R., Y. “Pedagogical Learning Model Integrative Based on the Quran-Hadith in Contemporary Islamic Education,” 2025. https://doi.org/10.58485/jie.v4i3.400.

Hidayat Rizal, A. S., & Fahrudin, F., T. “The Role of Islamic Education in Developing Students’ Critical Thinking,” 2020. https://doi.org/10.19109/tjie.v25i2.5426.

Huda Kartanegara, M., & Jasmi, K. A., M. “Empowering Islamic Education through Reflective Learning and Critical Inquiry,” 2020. https://doi.org/10.19109/tjie.v25i1.4873.

Ismail Firmansyah, M., & Edy., U. “Critical Thinking Skills in the Study of the Qur’an and Hadith,” 2024. https://doi.org/10.56146/edusifa.v9i3.154.

Kurniawan & Mahrus, M., S. “Integrasi Nilai Hadis Dalam Pembelajaran Abad Ke-21 Di Madrasah,” 2024. https://doi.org/10.30868/ei.v13i01.5341.

Mujib & Syafe’i, I., A. “Pendidikan Islam Dan Pengembangan Higher Order Thinking Skills Dalam Era Digital,” 2022. https://doi.org/10.25299/al-thariqah.2022.vol7(2).10152.

Munir, Muhammad, and Faizetul Ukhrawiyah. “Fiqh Studies and Critical Thinking in Pesantren-Based Islamic Education: Revisiting UNESCO’s Four Pillars.” IJIBS: International Journal of Islamic Boarding School 2, no. 2 (2025). https://doi.org/10.35719/ijibs.v2i2.67.

Nuhdi Muslimin, J. M., & Primarni, A., A. “Hadith Values and HOTS in Deradicalization: A Curriculum Design to Foster Critical Thinking and Counter Radicalism,” 2025. https://doi.org/10.62775/edukasia.v6i1.1430.

Nurhayati & Fauzi, A., E. “Critical Thinking and Islamic Values Integration in Contemporary Learning,” 2024. https://doi.org/10.23917/profetika.v25i1.3021.

Prasetyo & Anwar, K., M A M. “Prophetic Education and Character Development in Islamic Schools,” 2023. https://doi.org/10.21043/qijis.v11i2.18674.

Radino, Radino, and Muhammad Husni Mubarok. “Critical Pedagogy and Dialogic Learning in Classical Islamic Boarding Schools: An Analysis of Discussion Practices in Madrasah Diniyyah Al-Munawwir Krapyak.” Jurnal Pendidikan Agama Islam 22, no. 1 (June 30, 2025): 255–74. https://doi.org/10.14421/jpai.v22i1.10801.

Rahman & Syukur, Y., A. “Dialogic Pedagogy and Student Engagement in Islamic Religious Education Classrooms,” 2023. https://doi.org/10.14421/jpai.2023.202-04.

Rosyid & Huda, M., M. “Dialogic Interaction and Knowledge Construction in Pesantren Learning Traditions,” 2022. https://doi.org/10.14421/jpai.2022.192-05.

Sahin, A. “Love of Learning as a Humanizing Pedagogic Vocation: Perspectives from Traditions of Higher Education in Islam.” In Higher Education and Love: Institutional, Pedagogical and Personal Trajectories, edited by V de Rijke, A Peterson, and P Gibbs, 137–87. Springer International Publishing, 2022. https://doi.org/10.1007/978-3-030-82371-9_8.

Sholikhah, E N, Waston, M Shobahiya, and K Ulger. “Enhancing Critical Thinking through Model-Based Learning and SDGs in Islamic Studies.” Profetika: Jurnal Studi Islam 25, no. 3 (2025). https://doi.org/10.23917/profetika.v25i03.7119.

Zulkarnain & Siregar, L. M., Z. “Prophetic Values and Critical Reasoning in Contemporary Islamic Education,” 2024. https://doi.org/10.24042/atjpi.v15i1.17854.