Islamic Educational Epistemology in the Perspective of Hadith: An Analysis of the Concept of ‘Ilm in Sahih Muslim

Abstract

This study aims to analyze the concept of Islamic education from the perspective of hadith as an epistemological and methodological foundation for learning. The research employs a library research method with a qualitative-descriptive approach. Primary data are derived from educational hadiths in Sahih Muslim compiled by Imam Muslim, while secondary data are obtained from books and scientific journals related to the epistemology of Islamic education. The analysis is conducted thematically (maudhu‘i) to identify the principles, values, and educational methods contained in the hadiths. The findings indicate that Islamic education from the hadith perspective is holistic and integrative, encompassing cognitive, affective, and spiritual dimensions. The main contribution of this research is to formulate a holistic framework of Islamic educational epistemology based on the concept of ‘ilm in Sahih Muslim, highlighting its rational, spiritual, and ethical dimensions comprehensively. The novelty of this study lies in the in-depth analysis of the concept of ‘ilm in Sahih Muslim, which has not been systematically explored, and its integration with modern epistemological theories such as 'Multiplex Epistemology' to demonstrate contemporary relevance. The hadiths emphasize the importance of seeking knowledge as an act of worship, the formation of moral character (akhlaq) as the primary objective of education, and exemplary conduct (uswah) as an effective pedagogical method. Education is not merely understood as the transfer of knowledge, but as a process of internalizing values that shape individuals who are faithful, knowledgeable, and of noble character. Furthermore, hadith positions the teacher as a central figure in the transmission of knowledge and the guardian of the continuity of Islamic scholarly tradition.This study concludes that hadith-based Islamic education possesses a strong epistemological foundation and remains relevant for contemporary curriculum development. The integration of spiritual, moral, and intellectual values in the learning process is essential in building a transformative Islamic education system oriented toward character formation and the sustainability of civilization.