Jerni Jerni Hidayah,S, Edi Yusrianto

Strategi dan Metode Pendidikan Nabi Muhammad di Fase Mekkah: Relevansi untuk Pendidikan Islam Kontemporer

Introduction

Strategi dan metode pendidikan nabi muhammad di fase mekkah: relevansi untuk pendidikan islam kontemporer. Telusuri strategi dan metode pendidikan Nabi Muhammad di fase Mekkah. Pahami relevansi pendekatannya untuk pengembangan iman, karakter, dan etika dalam pendidikan Islam kontemporer.

Abstract

This study aims to examine the educational approaches and strategies used by the Prophet Muhammad SAW in conveying Islamic teachings during the Mecca phase. The Mecca period was an important phase in the history of Islamic preaching, during which the Prophet faced complex social, cultural, and political challenges. This study employs a descriptive qualitative approach using literature review methods, analysing primary sources such as the Quran, hadith, and relevant classical and contemporary literature. The findings reveal that the Prophet's educational strategies in Mecca emphasized the cultivation of faith, character development, and the promotion of values such as monotheism, patience, and noble ethics. The methods employed included a personal (individual) approach, covert (sirriyah) preaching, setting a good example (uswah hasanah), and utilizing a limited social environment such as the house of Arqam bin Abi Arqam as a centre for training. This strategy demonstrated effectiveness in shaping the early generation of Muslims who were resilient and highly committed to Islamic teachings. The educational methods used by the Prophet in Mecca remain relevant for application in contemporary education, particularly in instilling faith and Islamic education, character and moral education for foundational or basic education.

Review

This study presents a timely and pertinent examination of the Prophet Muhammad's educational strategies during the critical Meccan phase, a period fraught with significant challenges for nascent Islam. The objective to extract and analyze these historical approaches for contemporary relevance is commendable. The abstract clearly outlines a robust descriptive qualitative methodology, grounded in a comprehensive literature review that appropriately spans primary sources like the Quran and Hadith, alongside classical and modern scholarship. This breadth of source material promises a well-rounded and authoritative analysis, offering valuable insights into the foundational principles of Islamic education as practiced by the Prophet himself. The findings presented highlight key educational tenets such as the cultivation of faith, character development, and the instillation of core values like monotheism and patience. The identified methods — a personal approach, covert preaching (*sirriyah*), setting a good example (*uswah hasanah*), and utilizing a dedicated space like the house of Arqam bin Abi Arqam — are indeed central to understanding early Islamic pedagogy. The abstract effectively conveys the effectiveness of these strategies in forging a resilient and committed early Muslim community. This foundational analysis provides a strong basis for understanding how these methods were intricately woven into the fabric of early Islamic society, enabling the survival and growth of the nascent faith against significant opposition. Crucially, the study posits a direct relevance of these historical methods to contemporary Islamic education, particularly in the foundational stages of faith, character, and moral development. This connection is the most compelling aspect of the research, suggesting practical applications for educators today. While the abstract strongly asserts this relevance, the full paper would benefit from a more detailed exploration of *how* these specific strategies (e.g., *sirriyah* in an age of open communication, or the specific pedagogical dynamics of Dar al-Arqam) can be adapted and implemented in diverse modern educational contexts. Nevertheless, this research offers a valuable framework for reimagining and strengthening Islamic educational practices by drawing directly from the Prophetic model, making it a significant contribution to the field.

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