Reactualization of Traditional Islamic Teaching Methods in the Development of Modern Islamic Education in Islamic Boarding Schools
DOI:
https://doi.org/10.35719/pa1avn97Keywords:
Traditional Islamic teaching methods,, Modern Islamic education, Prophetic pedagogyAbstract
The rapid development of technology, globalization, digitalization, and socio-cultural transformation has created significant challenges for contemporary education. Issues such as declining moral values, technological disruption, digital inequality, mental health concerns among students, and curriculum irrelevance require educational approaches that are not only academically oriented but also capable of fostering character and spiritual resilience. Within the broader discourse of educational theory, effective learning is influenced by the appropriateness of teaching methods in facilitating students’ cognitive, affective, and psychomotor development. Therefore, educational methods that are adaptive, learner centered, and value-based have become increasingly important. This study aims to analyze the educational methods employed by the Prophet Muhammad (PBUH) and examine their relevance in addressing the challenges of modern education. The research employed a qualitative design using a library research approach. Data were collected from hadith collections, Islamic educational literature, scholarly books, and relevant academic journal articles, and were analyzed using descriptive qualitative techniques. The findings reveal ten major educational methods used by the Prophet Muhammad (PBUH), namely lecture, discussion, experiential learning, question and answer, demonstration, exemplary behavior (uswah hasanah), habituation, counsel (mau'idzah), analogy, and gradual instruction (tadarruj). These methods promote active learning, character formation, critical thinking, moral awareness, and spiritual development. The study concludes that the educational methods of the Prophet Muhammad (PBUH) remain highly relevant for contemporary educational practice and may serve as an alternative framework for developing holistic, adaptive, and value-oriented educational systems in the twenty first century.
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