SOROTAN LITERATUR AMALAN PENERAPAN HADIS 40 DALAM KALANGAN GURU PENDIDIKAN ISLAM SEKOLAH RENDAH: LITERATURE REVIEW ON THE PRACTICE OF IMPLEMENTING THE 40 HADITH AMONG ISLAMIC EDUCATION TEACHERS IN PRIMARY SCHOOLS - Anuar, Ainol Fatihah Muhammad; Zulkifli, Hafizhah (INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE), 2025)
Kajian ini meneliti sorotan literatur berkaitan amalan penerapan Hadis 40 dalam kalangan guru Pendidikan Islam di sekolah rendah. Hadis 40 Imam al-Nawawi dianggap sebagai koleksi hadis yang merangkumi nilai-nilai utama Islam seperti akidah, ibadah, akhlak dan muamalat. Sorotan ini menekankan kepentingan guru sebagai model teladan (qudwah hasanah) dalam mendidik murid bukan hanya dari segi kognitif, tetapi juga dari aspek sahsiah dan rohani. Pelbagai pendekatan pedagogi telah dikenal pasti, termasuk bercerita, simulasi, aktiviti nilai dan penggunaan bahan bantu mengajar berasaskan pengalaman. Kajian lepas turut membincangkan faktor-faktor yang menyokong dan mencabar keberkesanan penerapan hadis dalam bilik darjah, serta menekankan peranan latihan profesional dan persekitaran sekolah yang kondusif. Jurang kajian masih wujud dari segi pemahaman guru terhadap intipati Hadis 40, konsistensi amalan, serta keberkesanan strategi penerapan dalam konteks sekolah rendah. Oleh itu, sorotan ini memberikan justifikasi yang kukuh untuk penyelidikan lanjut dalam usaha memperkukuh pendidikan Islam berasaskan nilai di peringkat asas. This study examines the literature review related to the practice of implementing the 40 Hadith among Islamic Education teachers in primary schools. Imam al-Nawawi’s 40 Hadith is regarded as a collection that encompasses core Islamic values, including faith (ʿaqidah), worship (ʿibadah), ethics (akhlaq), and social dealings (muʿamalat). This review emphasizes the significance of teachers as role models (qudwah ḥasanah) in educating students, not only cognitively but also in terms of character and spiritual development. Various pedagogical approaches have been identified, including storytelling, simulations, values-based activities, and the use of experiential teaching aids. Previous studies also discuss the supporting and challenging factors affecting the effectiveness of hadith implementation in the classroom, emphasizing the role of professional training and a conducive school environment. Gaps in the research remain in terms of teachers’ understanding of the essence of the 40 Hadith, consistency in practice, and the effectiveness of implementation strategies in the primary school context. Therefore, this review provides a strong justification for further research to strengthen values-based Islamic education at the foundational level.