Penerapan Nilai-Nilai Tafsir Tarbawi Dalam Kegiatan Belajar Mengajar: Meneladani Strategi Pendidikan Rasulullah SAW
Article Sidebar
Main Article Content
Abstract
This study aims to examine the urgency and relevance of applying Tarbawi Interpretation values in the teaching and learning process (KBM), by emulating the educational strategies implemented by the Prophet Muhammad SAW. This study employs a qualitative-descriptive approach, utilizing literature analysis and observations of KBM practices in Islamic educational institutions, to explore the concrete forms of integrating Tafsir Tarbawi into pedagogical practices. The findings indicate that Tafsir Tarbawi, as an approach to interpreting the Quran that focuses on educational values and character development, makes a significant contribution to building a learning system that is not only cognitive but also affective and spiritual. By adopting the holistic, dialogical, and exemplary (uswah hasanah) educational methods of the Prophet Muhammad SAW, KBM is expected to create a more meaningful learning process, shape students with noble character, and instill Qur’anic values in daily life. The implementation of Tafsir Tarbawi values can revitalize the role of teachers as spiritual and intellectual educators, while also positioning the Qur’an as the primary source for character development and competency building among students in the contemporary era.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
How to Cite
References
Afni, N., & Hartono, H. (2020). Contextual teaching and learning (CTL) as a strategy to improve students mathematical literacy. Journal of Physics: Conference Series, 1581(1), 012043. https://doi.org/10.1088/1742-6596/1581/1/012043
Al-Attas, S. M. N. (1980). The concept of education in Islam: A framework for an Islamic philosophy of education. Muslim Youth Movement of Malaysia.
Al-Attas, S. M. N. (1993). Islam and secularism. International Institute of Islamic Thought and Civilization (ISTAC).
Al-Ghazālī. (2005). Iḥyā’ ‘Ulūm al-Dīn (Vol. 3). Dār al-Fikr.
Al-Qur’an al-Karim. (2002). Al-Qur’an dan Terjemahannya. Departemen Agama Republik Indonesia.
Azra, A. (1999). Edukasi Islam: Pengembangan pendidikan Islam di Indonesia. Logos Wacana Ilmu.
Azra, A. (2012). Pendidikan Islam: Tradisi dan modernisasi menuju milenium baru. Kencana Prenada Media Group.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Daradjat, Z. (1995). Ilmu Pendidikan Islam. Jakarta: Bumi Aksara.
Departemen Agama RI. (2007). Al-Hadits dan Terjemahannya. Jakarta: Direktorat Jenderal Bimbingan Masyarakat Islam.
Fadilah, N. (2021). Metode pendidikan Rasulullah SAW dan relevansinya dengan metode pendidikan Islam masa kini. Al-Ulum: Jurnal Pemikiran dan Pendidikan Islam, 1(1), 11–21. https://jurnal.stairahmaniyah.ac.id/index.php/alulum/article/view/4
Hamka. (1984). Tafsir Al-Azhar (Vols. 1–30). Jakarta: Pustaka Panjimas.
Hasan, L. (1986). Pendidikan Islam: Suatu analisa sosio-psikologis. Pustaka al-Husna.
Hidayati, N. (2023). Internalisasi nilai-nilai tafsir tarbawi dalam pembelajaran Pendidikan Pancasila. Nida: Jurnal Pendidikan Islam, 1(2), 45–56. https://ojs.uninus.ac.id/index.php/NIDA/article/view/3517
Ibn Hisham. (2001). Sirah Nabawiyah (Ali Audah, Trans.). Pustaka Firdaus.
Ibn Khaldun. (2000). The Muqaddimah: An introduction to history (F. Rosenthal, Trans.). Princeton University Press.
Ilyas, M. (2019). Tafsir Tarbawi: Pendekatan Tematik terhadap Ayat-Ayat Pendidikan dalam Al-Qur’an. Kencana.
Ilyas, Y. (2019). Tafsir Tarbawi sebagai pendekatan baru dalam ilmu pendidikan Islam. Tafáqquh: Jurnal Penelitian dan Kajian Keislaman, 7(1), 27–38. https://doi.org/10.23971/tfq.v7i1.1333
Iqbal, M. (1930). The reconstruction of religious thought in Islam. Oxford University Press.
Jubaedi, A., Bachtiar, M., & Asyiah, E. (2018). Manajemen pendidikan Islam berbasis keadilan: Studi atas hadits ke-24 Arba'in An-Nawawi tentang larangan kezaliman. Jurnal Ilmiah Wahana Pendidikan, 4(2), 1–12. https://doi.org/10.5281/zenodo.13866995
Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed.). Gulf Publishing Company.
Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). SAGE Publications.
Langgulung, H. (1986). Manusia dan pendidikan: Suatu analisa psikologi dan pendidikan. Jakarta: Pustaka al-Husna.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Moleong, L. J. (2019). Metodologi penelitian kualitatif (Revisi ed.). PT Remaja Rosdakarya.
Mulyani, S., Wahyudin, D., Caturiasari, J., Yogiarni, T., & Fajrussalam, H. (2020). The influence model contextual teaching and learning component community on social skills of elementary school students. Bulletin of Science Education, 3(3), 856. https://doi.org/10.51278/bse.v3i3.856
Nasution, H. (2000). Islam Rasional: Gagasan dan Pemikiran. Mizan.
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). SAGE Publications.
Piaget, J. (1972). Psychology and epistemology: Towards a theory of knowledge (A. Rosin, Trans.). Penguin Books.
Prastuti, A. E., Sarmini, S., & Purnomo, N. H. (2020). Implementation of contextual teaching and learning social sciences subjects to increase motivation and learning achievement. The Indonesian Journal of Social Studies, 3(2), 67–73. https://doi.org/10.26740/ijss.v3n2.p67-73
Pratiwi, K. H., Situmorang, R., & Iriani, T. (2024). The potential of interactive multimedia with contextual teaching and learning approaches in mathematics learning: A systematic literature review. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia. https://doi.org/10.29210/1202424526
Qardhawi, Y. (1998). Fiqh al-Awlawiyyat. Kairo: Maktabah Wahbah.
Rahman, F. (1982). Islam and modernity: Transformation of an intellectual tradition. University of Chicago Press.
Rangkuti, A. (2017). Konsep keadilan dalam perspektif Islam. Tazkiya: Jurnal Pendidikan Islam, 6(1), 1–12. https://doi.org/10.30829/taz.v6i1.141
Rasyid, H. (2015). Konsep Pendidikan dalam al-Qur'an dan Hadits. Jakarta: RajaGrafindo Persada.
Safitri, D. (2023). Perintah mengajar dalam perspektif tafsir tarbawi: Telaah nilai pendidikan Islam dari Al-Qur’an. Nusantara: Jurnal Pendidikan Islam, 5(1), 65–78. https://journal.rumahindonesia.org/index.php/njpi/article/view/837
Santrock, J. W. (2011). Educational psychology (5th ed.). McGraw-Hill.
Saputra, H., Maulina, S., Mirunnisa, M., & Razi, Z. (2020). The effect of contextual teaching and learning on students’ conceptual understanding of geometry. Jurnal Sains Riset. https://journal.unigha.ac.id/index.php/JSR/article/view/986
Sholihah, L. (2022). Strategi pembelajaran Rasulullah dalam konteks keindonesiaan masa kini. Cendekia: Jurnal Studi Keislaman dan Pendidikan, 6(1), 22–31. https://journal.faibillfath.ac.id/index.php/cendekia/article/view/43
Syamsuddin, A. R. (2007). Metodologi Tafsir al-Qur’an: Suatu Pengantar. Ciputat: Logos Wacana Ilmu.
Syihab, M. Q. (2002). Membumikan al-Qur’an: Fungsi dan peran wahyu dalam kehidupan masyarakat. Bandung: Mizan.
Syihab, M. Q. (2007). Tafsir Al-Mishbah (Vols. 1–15). Jakarta: Lentera Hati.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Yusron, A. (2022). Implementasi konsep tafsir tarbawi dalam pendidikan Islam. Thariqah Ilmiah: Jurnal Studi Islam, 4(2), 92–105. https://jurnal.rakeyansantang.ac.id/index.php/ths/article/view/366
Zed, M. (2014). Metode penelitian kepustakaan. Yayasan Obor Indonesia.
Zuhairini, et al. (1992). Metodologi Pendidikan Agama Islam. Jakarta: Bumi Aksara.
Zuhri, S. (2020). Tafsir Tarbawi dan Implementasinya dalam Pendidikan Islam. UIN Press.
Zuhri, S. (2020). Tafsir Tarbawi: Gagasan dan urgensinya dalam pengembangan pendidikan Islam. Al-Munzir: Jurnal Ilmu Al-Qur'an dan Tafsir, 13(2), 145–160. https://doi.org/10.29240/jmq.v13i2.1350