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Abstract
In the face of increasing global interconnectedness, education systems are under growing pressure to cultivate learners equipped with critical and creative thinking skills. This study investigates the relevance and application of prophetic Hadiths in developing educational models that address the challenges of globalization. Utilizing a qualitative-descriptive method, the research analyzes selected Hadiths that emphasize the importance of lifelong learning, rational inquiry, openness to diverse knowledge, and personal transformation. Through thematic content analysis, three key themes emerge: the promotion of lifelong intellectual engagement, the imperative for critical self-transformation, and the embrace of global knowledge horizons. These principles, embedded within the Hadith tradition, resonate with 21st-century educational goals, including adaptability, ethical reasoning, and interdisciplinary literacy. The findings reveal that the teachings of Prophet Muhammad (peace be upon him) offer not only spiritual guidance but also foundational educational insights that align with modern pedagogical frameworks. Theoretically, the study contributes to the integration of Islamic epistemology with global education theory, enriching the discourse on critical pedagogy through a faith-based lens. Managerially, it offers actionable implications for curriculum development, teacher training, and educational leadership particularly within Muslim-majority contexts by advocating for a balanced approach that unites tradition and innovation. Ultimately, this research affirms that Hadith-based education can serve as a strategic response to global challenges, fostering learners who are not only intellectually competent but also morally grounded and globally conscious.
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References
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- Al-Faruqi, I. R. (1982). Islamization of knowledge: General principles and work plan. Herndon, VA: International Institute of Islamic Thought (IIIT).
- Al-Ghazali, A. H. M. (1997). The revival of the religious sciences (Ihya ‘Ulum al-Din). Cairo: Dar al-Taqwa.
- Ali, M. I., Ismail, A., & MY, N. (2025). The effect of STEAM-based environmental learning on students’ ecoliteracy level at SDI Hartaco Indah Makassar. Journal of Innovative and Creativity, 5(2), 11280–11288. https://doi.org/10.31004/joecy.v5i2.1680
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- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
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- MY, N., Nurlina, N., & Ma’ruf, M. (2023). Analysis of critical thinking skills of elementary school students through an integrated problem-based learning model with mind mapping. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 4(2), 1373–1380. https://doi.org/10.62775/edukasia.v4i2.445
- Nasr, S. H. (2002). The heart of Islam: Enduring values for humanity. New York, NY: HarperOne.
- Ramadan, T. (2007). In the footsteps of the Prophet: Lessons from the life of Muhammad. Oxford: Oxford University Press.
- Robinson, K. (2011). Out of our minds: Learning to be creative. Chichester: Capstone Publishing.
- Saavedra, A. R., & Opfer, V. D. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences. RAND Corporation. https://doi.org/10.7249/RB9670
- Sahin, A. (2013). New directions in Islamic education: Pedagogy and identity formation. Markfield: Kube Publishing.
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- Zajda, J. (Ed.). (2005). International handbook on globalisation, education and policy research: Global pedagogical policy and practice. Dordrecht: Springer. https://doi.org/10.1007/1-4020-2960-8
References
Al-Attas, S. M. N. (1980). The concept of education in Islam. Kuala Lumpur: Muslim Youth Movement of Malaysia.
Al-Faruqi, I. R. (1982). Islamization of knowledge: General principles and work plan. Herndon, VA: International Institute of Islamic Thought (IIIT).
Al-Ghazali, A. H. M. (1997). The revival of the religious sciences (Ihya ‘Ulum al-Din). Cairo: Dar al-Taqwa.
Ali, M. I., Ismail, A., & MY, N. (2025). The effect of STEAM-based environmental learning on students’ ecoliteracy level at SDI Hartaco Indah Makassar. Journal of Innovative and Creativity, 5(2), 11280–11288. https://doi.org/10.31004/joecy.v5i2.1680
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. San Francisco, CA: Jossey-Bass.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
Esack, F. (1997). Qur’an, liberation & pluralism: An Islamic perspective of interreligious solidarity against oppression. Oxford: Oneworld Publications.
Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). New York, NY: Psychology Press.
Halstead, J. M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529. https://doi.org/10.1080/0305006042000284510
Ibn Majah. (n.d.). Sunan Ibn Majah, Hadith No. 4169. Retrieved from https://sunnah.com/ibnmajah/36
Kamali, M. H. (2010). The middle path of moderation in Islam: The Qur'anic principle of Wasatiyyah. Oxford: Oxford University Press.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey-Bass.
MY, N. (2024). Junior leadership program: Empowering elementary students to develop 4C skills (critical thinking, creativity, communication, collaboration). Advances in Community Services Research, 2(2), 74–86. https://doi.org/10.60079/acsr.v2i2.333
MY, N., Ali, M. I., Hajar, S., & Arsyad, M. N. F. (2025). Proyek daur ulang sampah berbasis STEAM untuk pengembangan kreativitas dan kewirausahaan siswa sekolah dasar. Journal of Educational and Religious Perspectives, 1(2), 34–46. https://jurnal-muqaddimah.or.id/index.php/Al-Muqaddimah/article/view/13
MY, N., Nurlina, N., & Ma’ruf, M. (2023). Analysis of critical thinking skills of elementary school students through an integrated problem-based learning model with mind mapping. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 4(2), 1373–1380. https://doi.org/10.62775/edukasia.v4i2.445
Nasr, S. H. (2002). The heart of Islam: Enduring values for humanity. New York, NY: HarperOne.
Ramadan, T. (2007). In the footsteps of the Prophet: Lessons from the life of Muhammad. Oxford: Oxford University Press.
Robinson, K. (2011). Out of our minds: Learning to be creative. Chichester: Capstone Publishing.
Saavedra, A. R., & Opfer, V. D. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences. RAND Corporation. https://doi.org/10.7249/RB9670
Sahin, A. (2013). New directions in Islamic education: Pedagogy and identity formation. Markfield: Kube Publishing.
Sardar, Z. (2003). Islamic futures: The shape of ideas to come. London: Mansell.
UNESCO. (2015). Rethinking education: Towards a global common good? Paris: UNESCO Publishing. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000232555
Zajda, J. (Ed.). (2005). International handbook on globalisation, education and policy research: Global pedagogical policy and practice. Dordrecht: Springer. https://doi.org/10.1007/1-4020-2960-8