Napsawati Napsawati, Arifuddin Ahmad, Erwin Hafid, Irma Sakti, Yusdarina Yusdarina

TEORI FISIKA ATOM SEBAGAI MATERI PENDIDIKAN BERDASARKAN PERSPEKTIF HADIS NABI MUHAMMAD SAW

Introduction

Teori fisika atom sebagai materi pendidikan berdasarkan perspektif hadis nabi muhammad saw. Telusuri teori fisika atom sebagai materi pendidikan dari perspektif Hadis Nabi Muhammad SAW. Pahami korelasi Hadis Sahih Muslim dengan fisika atom dan mengungkap misteri alam semesta.

Abstract

Atomic Physics Theory as Educational Material Based on the Hadith Perspective of the Prophet Muhammad Saw. This study aims to understand the concept of educational material in general, hadith related to educational material, especially on the theory of atomic physics and to know the content and explanation of hadith in relation to the world of education. The method used in this study is in the form of pure literature with the techniques used in collecting data based on documentation through written heritage evidence such as writings or manuscripts, archives, books on opinions, theories, concepts as well as propositions and related laws. with the formulation of the study problem. Based on these data, it shows that educational material is everything that contains information that has been compiled and the material in education as a whole comes from the Koran and Hadith, including scientific material, especially the theory of atomic glasses. Hadith related to atoms is Hadith Sahih Muslim No. 3947 which contains information regarding the theory of atomic physics and is in line with al-Qquran Saba' verse 3 and the Hadith is authentic. Scientific material, especially the theory of atomic physics, can be used to reveal the mystery of the universe which is proof of the power of Allah SWT.

Review

This study presents an intriguing interdisciplinary exploration, aiming to bridge the realms of modern atomic physics theory with Islamic theological and educational perspectives, specifically drawing upon the Hadith of Prophet Muhammad (SAW) and the Quran. The paper's core objective is to establish atomic physics as viable educational material within an Islamic framework, asserting that relevant information and support for scientific inquiry can be found within sacred texts. Utilizing a pure literature review methodology, the authors identify Hadith Sahih Muslim No. 3947 and Quranic Saba' verse 3 as foundational texts that align with, or even presage, aspects of atomic physics theory, ultimately presenting scientific discovery as a testament to the power of Allah SWT. The primary strength of this work lies in its innovative attempt to integrate scientific knowledge with religious teachings for educational purposes, particularly within a context where such an approach holds significant cultural and pedagogical value. By seeking to derive or support contemporary scientific concepts from venerable religious texts, the research offers a unique perspective on the compatibility of science and faith, potentially enriching educational curricula with spiritual depth. The identification of specific Hadith and Quranic verses as relevant to atomic theory is a key contribution, providing a textual basis for this integration. This approach could be particularly impactful in religious educational institutions seeking to contextualize scientific education within an Islamic worldview. While the premise is compelling, the abstract raises several questions regarding the depth and methodological rigor of the proposed integration. The assertion that Hadith Sahih Muslim No. 3947 "contains information regarding the theory of atomic physics" requires substantial exegetical and scientific substantiation. A clearer articulation of *how* these ancient texts are interpreted to align with modern atomic theory—whether through direct statements, allegorical understanding, or a general encouragement for scientific inquiry—is crucial. Furthermore, the practical implications of transforming this conceptual alignment into actionable "educational material" are not elaborated. Future work would benefit from a more detailed analysis of the pedagogical strategies and curriculum development necessary to effectively implement this integrated approach, moving beyond conceptual alignment to practical application in the classroom.

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