Pedagogical Learning Model Integrative based on the Qur'an-Hadith in Contemporary Islamic Education

Yudi  Gucandra; Charles Charles; Soibatul Aslamiah  Nasution; Rifka Haida  Rahma; Andy Riski  Pratama

doi:10.58485/jie.v4i3.400

Authors

Yudi Gucandra Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia
Charles Charles Universitas Islam Negeri Sjech M. Djambek Bukittinggi, Indonesia
Soibatul Aslamiah Nasution STAI YAPTIP Pasaman Barat, Indonesia
Rifka Haida Rahma Institut Darul Qur’an Payakumbuh, Indonesia
Andy Riski Pratama Universitas Mohammad Natsir Bukittinggi, Indonesia

DOI:

https://doi.org/10.58485/jie.v4i3.400

Keywords:

Model, pedagogy, integrative, Islamic education

Abstract

Contemporary Islamic education faces a serious dichotomy due to the dominance of modern learning models that focus solely on academic intelligence, thereby neglecting spiritual, emotional, and social intelligence. This condition is contrary to the true purpose of Islamic education, which is oriented towards the development of a complete person (Insan Kamil). This study aims to analyze the urgency of integrating modern pedagogy with the fundamental values of the Qur'an and Hadith in order to formulate a holistic learning approach. Using the library research method with a descriptive qualitative approach, this study conducts a conceptual synthesis and reviews the literature on integrative pedagogy. The analytical framework is reinforced by Amin Abdullah's concept of interconnection integration and Ismail Raji Al Faruqi's idea of Islamization of knowledge, which offer a philosophical basis for eliminating dichotomy. The results of the study show that contextualizing the values of the Qur'an and Hadith can strengthen the spiritual, moral, emotional, and social intelligence of students by developing the aspects of Ar Ruh, Al Qalb, Al Nafs, and Al Aql. It also improves critical thinking and social awareness. Modern learning models such as Problem Based Learning, Project Based Learning, Flipped Classroom, and Gamification become effective and religiously meaningful through this integration. The main contribution of this research is to offer a comprehensive conceptual framework for the development of an integrative Islam-based model that not only emphasizes cognitive mastery but also fosters a strong religious character. This integration is a strategic path towards a comprehensive vision of Islamic education.

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