PROPHETIC TEACHING METHODS IN SAHIH AL-BUKHARI: A Hermeneutical Content Analysis of Hadith Jibril and Its Implications for Contemporary Islamic Education

Abstract

Contemporary Islamic education continues to encounter pedagogical challenges, including teacher-centered instruction, rote memorization, and the separation of cognitive and spiritual dimensions of learning. This study aims to examine the educational values and pedagogical methods embedded in Hadith Jibril and to explore their relevance to contemporary Islamic Religious Education. Employing a qualitative library research design, the study applies thematic content analysis and hermeneutical interpretation grounded in the principles of classical and contemporary Islamic scholarship. The analysis focuses on the instructional strategies employed by the Prophet Muhammad in narrating Hadith Jibril, including interactive dialogue, Socratic questioning, gradual instruction (tadrij), contextual adaptation, and the integration of cognitive, affective, and spiritual learning. These pedagogical principles are further examined in relation to the Qur’anic educational framework of Tilawah, Tazkiyah, and Ta’lim, while also being discussed alongside contemporary educational perspectives such as constructivism, social learning, and differentiated instruction. The findings demonstrate that Prophetic pedagogy presents a comprehensive and learner-centered educational model that promotes conceptual understanding, character formation, and spiritual development in an integrated manner. This pedagogical framework provides a relevant alternative for addressing persistent challenges in contemporary Islamic education by emphasizing meaningful interaction, reflective learning, and holistic educational outcomes.