Sunarsi Sunarsi, La Ode Ismail Ahmad, Abdul Rahman Sakka

Revitalisasi Hadis Tentang Kewajiban Menuntut Ilmu dalam Merespons Krisis Pendidikan Islam Kontemporer di Indonesia

Introduction

Revitalisasi hadis tentang kewajiban menuntut ilmu dalam merespons krisis pendidikan islam kontemporer di indonesia. Revitalisasi hadis 'wajib menuntut ilmu' atasi krisis pendidikan Islam kontemporer di Indonesia. Temukan relevansi dan model integratif untuk ekosistem pendidikan Islam yang adaptif.

Abstract

Fenomena menurunnya kualitas pendidikan di Indonesia, meskipun di tengah kemajuan teknologi informasi, menunjukkan adanya paradoks yang serius, khususnya dalam masyarakat Muslim yang semestinya menjadikan ilmu sebagai landasan utama kehidupan. Artikel ini mengkaji urgensi menuntut ilmu dalam perspektif hadis dengan fokus pada hadis riwayat Ibnu Majah: “Ṭalab al-’ilm farīḍah ‘alā kulli muslim”, serta relevansinya terhadap pendidikan Islam kontemporer. Penelitian ini menggunakan pendekatan takhrij al-ḥadīs untuk menelusuri hadis, serta interpretasi kontekstual yang mengaitkan substansi hadis dengan realitas pendidikan modern. Meskipun hadis tersebut tergolong ḍa’īf, mayoritas ulama membolehkan pengamalannya dalam konteks fadhā’il al-a’māl. Temuan menunjukkan bahwa hadis ini tetap relevan sebagai landasan motivasional untuk membentuk kultur belajar yang kuat. Artikel ini juga menawarkan model integratif antara nilai-nilai spiritual dan tuntutan modernitas dalam sistem pendidikan Islam Indonesia. Dengan pendekatan normatif-aplikatif, penelitian ini memberikan kontribusi penting dalam membangun ekosistem pendidikan Islam yang kontekstual, adaptif, dan berakar pada nilai-nilai profetik.

Review

This article addresses a highly pertinent issue: the paradoxical decline in educational quality in Indonesia, particularly within Muslim communities, despite technological advancements. The authors propose to revitalize the hadith, “Ṭalab al-’ilm farīḍah ‘alā kulli muslim,” as a foundational response to this contemporary crisis. Employing a methodology that combines *takhrij al-ḥadīs* with contextual interpretation, the study meticulously examines the hadith's authenticity and its enduring relevance to modern Islamic education. The abstract clearly posits that even though the hadith is categorized as *ḍa’īf*, its utility in fostering a strong learning culture, aligned with the principles of *fadhā’il al-a’māl*, remains significant. This initial overview suggests a well-conceived and timely exploration of a critical subject. The paper's strengths lie in its astute identification of a pressing educational challenge and its creative approach to finding solutions rooted in Islamic tradition. The careful handling of the hadith's *ḍa’īf* status, while simultaneously asserting its strong motivational and spiritual significance for *fadhā’il al-a’māl*, demonstrates a sophisticated understanding of hadith studies that moves beyond mere authentication to practical application. The ambition to offer an "integrative model between spiritual values and modern demands" is particularly commendable, showcasing a forward-thinking perspective that seeks to bridge traditional wisdom with contemporary needs. This normative-applicative framework promises to contribute meaningfully to the development of an Islamic education ecosystem that is not only contextual and adaptive but also deeply rooted in prophetic values, providing a valuable framework for educators and policymakers alike. While the abstract presents a compelling case, a full paper would benefit from elaborating further on certain aspects. The "integrative model between spiritual values and modern demands" is a key output, and its specific components, practical mechanisms for implementation, and potential challenges in an Indonesian context would significantly strengthen the study. Similarly, while the "normatif-aplikatif" approach is highlighted, concrete examples of how this translates into curriculum design, pedagogical strategies, or educational policies could provide deeper insights and practical guidance. Exploring the specific ways the motivational aspect of the hadith can be effectively integrated into a diverse and technologically-driven educational landscape, perhaps through case studies or proposed pilot programs, would further enhance the paper's impact and applicability. Despite these areas for potential expansion, the article promises a highly relevant and insightful contribution to the discourse on Islamic education.

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