Building
Character Through Learning the Qur'an and Hadith: A Holistic Approach of
Education
Universitas Ibn Khaldun,
Bogor, Indonesia
Email:
najamudinmarif@gmail.com
Abstract: Character education plays a crucial role in student development, especially
in the context of Islamic education based on the values of the Qur'an and
Hadith. This study aims to examine the role of learning the Qur'an and Hadith
in building student character through a holistic approach. The research method
used is literature study and qualitative analysis, focusing on learning
practices in several educational institutions that implement the Qur'an and
Hadith-based curriculum. The results show that learning the Qur'an and Hadith
contributes significantly to the development of three main aspects of student
character: spiritual, social and ethical. Spiritual character is built through
a deep understanding and practice of religious teachings, while social
character is strengthened through the values of togetherness and empathy taught
in the Hadith. In addition, this learning also emphasizes the importance of
ethics and morals, which are reflected in students' daily behavior. This study
concludes that a holistic approach in Qur'an and Hadith education is very
relevant and needs to be widely applied to form a young generation that is not
only academically intelligent, but also has good and responsible character.
Keywords: character building,
holistic education, qur'an and hadith learning.
INTRODUCTION
Character education is currently the
main focus in the education system in various countries, including Indonesia
The urgency of this research lies in
the increasing moral challenges faced by students in the digital era
Although character education has been
a central theme in educational discourse, studies focusing on the
implementation of Qur'an and Hadith learning through modern, interactive, and
holistic teaching approaches remain limited. Existing research often emphasizes
cognitive understanding while neglecting affective and psychomotor domains
Several previous studies have explored
the significance of religious education in character development
The primary issue addressed in this
study is the suboptimal implementation of Qur'an and Hadith learning in schools
concerning character education. Many educators still rely on traditional
teaching methods that prioritize rote memorization over active learning. This
approach often fails to engage students emotionally and behaviorally, limiting
their ability to internalize and practice Islamic values
This research aims to explore how
Qur'an and Hadith learning can be implemented through a holistic educational
approach. This involves integrating cognitive, affective, and psychomotor
aspects within the learning process, enabling students not only to understand
the teachings but also to apply them in real-life contexts
By developing and promoting innovative
learning models, this study seeks to contribute to the advancement of character
education, particularly in Islamic educational institutions. The ultimate goal
is to produce a generation that excels academically, possesses noble character,
and is equipped to face modern challenges with wisdom and integrity
MATERIALS AND METHODS
This research employs a literature
study method combined with qualitative analysis. Data collection is conducted
through two main stages: literature review and field interviews. The literature
review involves gathering data from books, articles, and previous research
related to Qur'an and Hadith learning as well as character education. This
process includes identifying, selecting, and reviewing relevant sources to
build a theoretical framework and contextual understanding.
Additionally, field data collection is
performed through in-depth interviews with teachers from various educational
institutions that implement Qur'anic and Hadith learning programs. The
interviews are designed to explore teachers’ experiences, teaching strategies,
and the challenges they encounter in fostering students’ character development
through Islamic teachings.
In the data analysis stage,
qualitative analysis techniques are applied. The data from the literature
review are systematically categorized and synthesized to identify key concepts,
themes, and theoretical insights. Similarly, the interview data are
transcribed, coded, and analyzed using thematic analysis to uncover patterns,
recurring themes, and unique practices within the educational institutions.
This combined approach ensures a comprehensive understanding of the research
topic by integrating theoretical perspectives with real-world experiences
RESULTS AND DISCUSSION
In this study, the analysis of Qur'an
and Hadith learning showed that the learning methods applied had a significant
impact on building student character
Spiritual Character Development
Learning the Qur'an and Hadith
directly contributes to strengthening students' spiritual character. Students
are taught to understand and practice religious teachings, which has
implications for increasing faith and piety. Some of the key points found in
this study include:
a) Improved
Religious Understanding: Through structured learning, students can understand
the basic values in Islam, such as the oneness of Allah (Tawhid), the
importance of worship, and the virtues of morals. This is in line with Surah
Al-Baqarah verse 2: "This Book (Qur'an) has no doubt in it; guidance for
the pious."
This deep understanding of religious
teachings encourages students to appreciate and practice Islamic values in
their daily lives.
b) Consistent
Worship Practices: Students who are active in Qur'an and Hadith learning tend
to be more consistent in practicing worship, such as prayer, fasting, and
zakat. This consistency not only demonstrates adherence to religious teachings,
but also reflects their commitment to applying spiritual values in their daily
actions
c) Sense of
Responsibility: An increased sense of responsibility towards oneself and others
is one of the positive impacts of this learning. Students begin to realize the
importance of living a life in accordance with religious teachings, which
includes social and ethical responsibilities
For example, some students are
involved in social activities such as fundraising for orphans and environmental
activities, which shows that they focus not only on self-development but also
on caring for others.
Social Character Development
Learning the Qur'an and Hadith also
contributes to the development of students' social character. The social values
taught through Hadith provide a basis for students to build good relationships
with others. Key findings in this aspect include:
a) Tolerance and
Empathy: Students learn to appreciate differences and understand others'
perspectives. Hadiths that teach the importance of mutual respect and help
encourage students to be empathetic
b) Cooperation and
Collaboration: Group learning, such as discussions and collaborative projects,
develop cooperative attitudes among students. These activities also strengthen
the sense of brotherhood and solidarity. Students learn to work together, share
tasks and support each other in achieving common goals. These are very
important skills in their future social lives.
c) Communication
Skills Development: Through classroom interactions, students learn to
communicate well, both in expressing their opinions and in listening to others.
They are taught to speak politely and respect the opinions of others, which is
a very valuable social skill.
Ethical Character Development
Ethical and moral aspects are an
important part of learning the Qur'an and Hadith. Research shows that this
learning successfully instills ethical values that are needed in everyday life.
Some of the key points found are:
a) Cultivation of
Moral Values: The Qur'an and Hadith teach students about honesty, discipline
and responsibility. Students are taught to uphold these values in every aspect
of their lives. For example, they learn that telling the truth and being fair
are obligations that must be upheld.
b) Good Behavior in
Daily Life: Students involved in this learning show better behavior, such as
respecting parents, teachers, and friends. They are more aware of the
importance of good morals and positive behavior, which is the result of
internalizing the moral values taught.
c) Social and
Environmental Awareness: Students become more sensitive to social and
environmental issues. They show a greater sense of responsibility not only
towards themselves but also towards society and the environment. For example,
students engage in environmental clean-up activities and social campaigns,
which shows that they not only understand moral values but also apply them in
real actions.
Social Character Development
Learning the Qur'an and Hadith plays
an important role in developing students' social character. The social values
taught through Hadith provide a strong foundation for students to build good
relationships with others
Tolerance and Empathy
Qur'an and Hadith learning strongly
emphasizes the importance of tolerance and empathy in social interaction.
Students are taught to respect the differences that exist between individuals,
both in terms of background, culture, and views. The hadith states: "The
best of human beings are those who are most beneficial to other human
beings."
It is a foundation for students to understand
that every good action done for others is a value that is highly valued in
Islam.
a) Valuing
Differences: Students are taught to see differences as richness, not as
barriers. This encourages them to be open to different views and practices, and
understand that everyone has unique backgrounds and experiences.
b) Building Empathy:
By understanding the position and feelings of others, students learn to
empathize. For example, in discussion activities, students are given the
opportunity to listen to the stories or views of different classmates, so that
they can feel the experiences of others and learn to be more sensitive.
Cooperation and Collaboration
Group learning, such as discussions,
collaborative projects, and other group activities, are very effective in
developing cooperative attitudes among students.
a) Collaborative
Activities: Through group projects, students not only learn to complete tasks
together, but also develop the social skills necessary to work in teams. They
learn to share responsibilities, discuss ideas, and seek solutions together.
b) Strengthening the
Sense of Brotherhood: This collaborative activity strengthens the sense of
brotherhood and solidarity among students. They learn to support and help each
other, creating a positive and inclusive classroom atmosphere. This sense of
community is essential in building a harmonious community.
Communication Skills Development
Through classroom interactions,
students learn to communicate well, both in expressing opinions and in
listening to others.
a) Ability to
Express Opinions: In group discussions, students are encouraged to express
their opinions openly. This helps them to practice public speaking, as well as
develop confidence in conveying their ideas.
b) Listening Skills:
Apart from speaking, students are also taught to be good listeners. They learn
the importance of listening to others' opinions and giving constructive
responses. This is a key skill in effective communication, which helps build
healthy relationships with others.
Ethical Character Development
Ethical and moral aspects are an
important part of learning the Qur'an and Hadith. Research shows that this
learning successfully instills ethical values needed in daily life
Cultivation of Moral Values
Learning the Qur'an and Hadith
provides a strong foundation for students to understand and internalize
essential moral values in their lives. These values include:
a) Honesty: Students
are taught that honesty is a basic principle in Islam. This concept is not only
taught theoretically, but also practiced through real examples in the classroom
and daily life. For example, through teaching Hadith that emphasize the importance
of honesty, students learn that honesty will bring blessings in life.
b) Discipline:
Qur'anic learning emphasizes the importance of discipline in various aspects,
including worship and daily activities. Students are taught to respect time and
follow established rules, both in the context of school and at home. An example
of the implementation of discipline can be seen in the regular prayer routine.
c) Responsibility:
Students are taught to understand the meaning of responsibility, both towards
oneself and towards others. They learn that every action has consequences, and
they must be prepared to accept responsibility for those actions. For example,
in group projects, students learn to complete tasks well and take
responsibility for their respective roles.
Good Behavior in Daily Life
Students involved in Qur'an and Hadith
learning show improvement in daily good behavior, which reflects the
internalization of the moral values taught.
a) Respect for
Others: Students show respect for parents, teachers, and friends. They are more
aware of the importance of good manners, such as speaking politely and
respecting the opinions of others. This attitude not only strengthens
interpersonal relationships but also creates a positive environment at school.
b) Positive
Behavior: Students who learn about moral values are more likely to engage in
positive behaviors, such as helping friends in need, participating in social
activities, and showing concern for others. This is the result of teaching
values that encourage them to contribute positively in the community.
Social and Environmental Awareness
Qur'an and Hadith learning also
contributes to raising students' social and environmental awareness. Students
become more sensitive to the issues around them, and this is reflected in
several ways:
a) Concern for
Social Issues: Students show greater interest in social issues, such as
poverty, education and public health. They begin to understand the importance
of contributing to solving social problems and showing concern for others.
b) Environmental
Responsibility: Students become more aware of the importance of protecting the
environment. Environmental clean-up activities and social campaigns are
concrete examples where students apply the moral values they have been taught.
For example, cleaning public places or reducing the use of plastic at school
shows that they not only understand moral values but also implement them in
real actions.
c) Involvement in
Social Activities: Many students are involved in social programs outside of
school, such as fundraising for underprivileged children or participation in
environmental organizations. This shows that they not only understand social
responsibility, but are also willing to take concrete action.
Integration of Interactive Learning Methods
The results show that a holistic
approach that integrates interactive learning methods is very effective in
building student character
Group Discussion
Group discussion is one of the main
methods used in learning Al-Qur'an and Hadith. This method involves students
sharing opinions and personal experiences related to religious teachings
a) Experience
Sharing: In group discussions, students are given the opportunity to share
personal experiences relevant to the learning theme. This creates an inclusive
and supportive learning environment, where every student feels valued and
heard. These discussions strengthen relationships between students and boost
their self-confidence.
b) Reinforcement of
Understanding: Discussion helps students deepen their understanding of the
values in the Qur'an and Hadith. When students discuss their views, they are
exposed to a variety of perspectives that enrich their horizons. This allows
them to reflect on and criticize their own thinking, as well as adopt a more
open attitude towards differences.
c) Application of
Values: By discussing real situations they face,
students can more easily apply the values they learn in the context of everyday
life. This helps in the internalization of moral values found in religious
teachings.
Collaborative Project
The collaborative project method
invites students to work together to complete tasks related to social and
environmental issues.
a) Teamwork: In
collaborative projects, students learn to work in teams, share
responsibilities, and support each other. This teaches them the importance of
collaboration and effective communication, which are important social skills in
the real world.
b) Apply Values in
Real Contexts: Projects that focus on social issues, such as fundraising for
charity or environmental campaigns, allow students to apply the values they
have learned directly. For example, they can organize a neighborhood clean-up,
which not only educates them about social responsibility but also increases
environmental awareness.
c) Practical Skills
Development: In addition to building character, collaborative projects also
help students develop practical skills, such as planning, time management, and
problem-solving. These skills are invaluable in their future academic and
professional lives.
Use of Digital Media
The utilization of technology in
learning, such as learning videos and interactive applications, is becoming an
increasingly important method in supporting the learning of Qur'an and Hadith.
a) Increase Interest
and Engagement: Digital media, such as videos and interactive apps, can make
the learning process more interesting and fun. Students tend to be more engaged
with learning materials when presented in an interesting and interactive format.
It also helps to capture the attention of students who may be less interested
in traditional learning methods.
b) Access to Diverse
Resources: By using digital media, students have access to a variety of
resources that can enrich their learning. They can watch explanatory videos,
access articles and use apps that offer interactive exercises. This allows
students to learn in a way that is more flexible and suits their learning
style.
c) Reinforcement of
Understanding Through Visualization: Visual media often helps students
understand complex concepts better. For example, a video depicting the
historical context of a Qur'anic verse or Hadith can clarify its meaning and
relevance in everyday life. This helps students to not only memorize the text,
but also understand its application in a modern context.
CONCLUSION
Learning the Qur'an and Hadith has
great potential in building student character. Through a holistic approach that
integrates spiritual, social, and ethical aspects, this learning not only
provides knowledge about religion, but also shapes students' attitudes and
behavior in accordance with Islamic values. The research results show some
important points regarding the effectiveness of this learning in creating a
young generation with noble character. Spiritual Character
Development: Students who engage in Qur'an and Hadith learning show an increase
in faith and piety, which is reflected in their worship practices. This
learning helps students understand basic values in Islam, such as the oneness
of Allah and the importance of morals, which become the foundation for their
spiritual character development.
Social
Character Development: It also instills important social values such as
tolerance, empathy and cooperation. Group discussions and collaborative
projects strengthen students' ability to interact well in society. They learn
to appreciate differences and contribute to social activities, which increases
their sense of solidarity and concern for others. Ethical Character
Development: Through the teachings of the Qur'an and Hadith, students are
taught about honesty, discipline and responsibility. The internalization of
these moral values is reflected in their daily behavior, such as respecting
parents and teachers, and participating in environmental activities. Students
become more sensitive to social issues and act as agents of change in society.
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