KAEDAH PENGAJARAN RASULULLAH SAW: ANALISIS MODUL PENGHAYATAN HADIS 40 IMAM NAWAWI: TEACHING METHODS OF THE PROPHET MUHAMMAD (PBUH): AN ANALYSIS OF MODUL PENGHAYATAN HADIS 40 IMAM NAWAWI - Kamarudin, Muhammad Hisyamuddin; Abdul Halim, Amran; Zakaria, Nidzamuddin (INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE), 2025)
Kajian ini meneliti kaedah pengajaran Rasulullah SAW sebagaimana yang terdapat dalam Modul Penghayatan Hadis 40 Imam Nawawi (KPM, 2023). Modul ini dijadikan sumber utama untuk menganalisis pendekatan pedagogi Rasulullah SAW berdasarkan hadis-hadis pilihan yang merangkumi aspek ilmu, kefahaman dan penghayatan. Analisis tematik terhadap 42 hadis mendapati Rasulullah SAW menggunakan pelbagai kaedah pengajaran seperti kuliah berstruktur, soal jawab, dialog, penceritaan, perbandingan, pengulangan, gaya bukan lisan, amali, resitasi dan penyelesaian masalah. Hasil kajian ini bukan sahaja mengesahkan keunikan pedagogi Islam, malah menunjukkan kesepadanan dengan teori pendidikan Barat seperti Bloom, Vygotsky dan Piaget. Kepelbagaian pendekatan ini membuktikan bahawa pedagogi Islam bersifat holistik, fleksibel dan sesuai diaplikasikan dalam konteks pendidikan abad ke-21. Dapatan kajian telah memberikan implikasi penting terhadap teori pendidikan Islam, di samping menawarkan panduan praktikal kepada guru Pendidikan Islam (GPI) untuk melaksanakan pengajaran berkesan di bilik darjah. This study examines the teaching methods of Prophet Muhammad (peace be upon him) as outlined in the Hadith 40 Nawawi Appreciation Module (MOE, 2023). The module served as the primary source for analyzing the Prophet’s pedagogical approaches derived from selected hadiths that encompass aspects of knowledge, understanding, and internalization. Thematic analysis of 42 hadiths revealed that the Prophet employed diverse teaching strategies, including structured lectures, questioning, dialogue, storytelling, comparisons, repetition, non-verbal communication, practical demonstrations, recitation, and problem-solving. These findings not only confirm the uniqueness of Islamic pedagogy but also demonstrate its alignment with Western educational theories such as Bloom, Vygotsky, and Piaget. The diversity of these approaches proves that Islamic pedagogy is holistic, flexible, and applicable in the context of 21st-century education. The findings also provide significant implications for Islamic educational theory, while offering practical guidance for Islamic Education teachers to implement effective teaching in the classroom.