Studi Hadis Pendidikan di Perguruan Tinggi: Realitas, Problematika dan Solusi

Abstract

This research is motivated by a number of discrepancies between the reality of educational h}adi>th quotation and the standard of the h}adi>th quotation of the h}adi>th. These divergences include the differences in the reference to educational h}adi>th, assessment and process of understanding. This study aims to explain the motivation behind the citation of the educational h}adi>th; classifying forms of educational h}adi>th references, managing the validity of the educational h}adi>th, categorizing the process of understanding the h}adi>th; identifying the problems faced by educational h}adi>th quoters, and then submiting the solution. This research applies integrative design between field research and library research. This study argues that the background of the educational h}adi>th quotation revolves around the belief in the relevance between h}adi>th and education; there are many discrepancies between the reality of the educational h}adi>th quotation and the standard excerpt of the h}adi>th; the problem of the educational h}adi>th citation revolves around the ignorance of the h}adi>th sciences and the difficulty of access to the primary reference to the h}adi>th. This article then offers a solution that is to use the digital library of the h}adi>th.

The Role of Pesantren in Creating Prophetic-Based Child-Friendly Education

“…The ideal quotation of hadith always uses interpretive, referential, and contextual. This ideal standard, according to Amrulloh [6], can eliminate misunderstandings about the hadith being studied while transmitting a scholar's understanding of the educational hadith quotient when used as a reference in his writings. On this basis, the process of presenting educational hadiths that have a harmonious meaning with child-friendly education forms a hadith-quoting typology that cannot ignore the name of the hadith collector (mukharrij) or the name of the last narrator, the title of the hadith book, the volume of the hadith book, and the hadith number.…”

“…Inclusiveness is expected to be able to string together and unite every fragment of a child's perspective on understanding differences in ethnicity, race, gender, including religion that he adheres to as well as other people's into one whole personal structure that is inclusive in responding to the differences in life that the child encounters. Moreover, every child is expected to grow and develop an understanding of the various differences around him, which will enable the profile of Indonesian children to be born in the future who are always tolerant and open to any differences found in real social life [6,9].…”