Reconstructing Prophetic Teaching Methods for Digital Islamic Education: A Directed Content Analysis
Abstract
Islamic education has migrated onto digital platforms, and the Prophet Muhammad's teaching methods are routinely invoked to legitimise that migration, yet the proposed adaptations are asserted rather than tested. This study reconstructs six tarbawi methods into design principles and appraises each against learning-sciences evidence. Directed content analysis was applied to teaching narrations in Ṣaḥīḥ al-Bukhārī, Ṣaḥīḥ Muslim and Sunan al-Tirmiżī using an a priori category frame drawn from tarbawi scholarship, after which every proposed digital affordance was rated supported, conditionally supported, contested, or not yet evidenced. The six adaptations are not equally defensible. Lecture and dialogue transfer only under specified design conditions; gamified repetition is bounded by content complexity; short-form storytelling and teacher self-presentation carry documented risks that the tarbawi literature has not confronted. Reconstruction therefore requires stated boundary conditions rather than media substitution, and six testable propositions are formulated for empirical work.
Pendidikan Islam telah berpindah ke platform digital, dan metode pengajaran Nabi Muhammad saw. lazim dirujuk untuk melegitimasi perpindahan itu, namun adaptasi yang diusulkan bersifat asersi dan belum diuji. Studi ini merekonstruksi enam metode tarbawi menjadi prinsip desain dan menakar tiap prinsip terhadap bukti ilmu pembelajaran. Analisis isi terarah diterapkan pada riwayat-riwayat pengajaran dalam Ṣaḥīḥ al-Bukhārī, Ṣaḥīḥ Muslim, dan Sunan al-Tirmiżī dengan kerangka kategori a priori yang diturunkan dari khazanah tarbawi, lalu setiap afordansi digital dinilai sebagai didukung, didukung bersyarat, diperdebatkan, atau belum berbukti. Keenam adaptasi tidak sama kuatnya. Ceramah dan dialog hanya bergeser dengan syarat desain tertentu; pengulangan bergamifikasi dibatasi kompleksitas materi; kisah format pendek dan penampilan diri guru menyimpan risiko terdokumentasi yang belum terdapat dalam literatur tarbawi. Rekonstruksi karenanya menuntut syarat batas yang jelas, bukan penggantian media, dan enam proposisi yang dapat diuji dirumuskan bagi riset empiris.
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DOI: https://doi.org/10.17509/t.v13i1.96064
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