Prophetic Educational Philosophy: Reconstructing Islamic Education through Tarbawi Hadith

Abstract

Although Hadith Tarbawi has significantly informed contemporary Islamic educational discourse, research that systematically examines it as a philosophical foundation for Islamic educational theory remains limited. This study aimed to explore the epistemological, pedagogical, and ethical dimensions of prophetic educational philosophy as derived from Hadith Tarbawi. A qualitative design was employed using a thematic analysis approach to examine selected prophetic traditions related to education. Data were collected through document analysis of classical hadith sources and contemporary scholarly literature and were analyzed through thematic categorization. The findings reveal three major dimensions of the philosophy of prophetic education: knowledge as a religious obligation, student-centered prophetic pedagogy, and ethical character formation as the ultimate goal of education. The study concludes that Hadith Tarbawi offers a holistic educational framework that integrates intellectual development, pedagogical wisdom, and moral responsibility. These findings contribute theoretically to the development of Islamic educational philosophy and provide practical insights for educators and institutions seeking to integrate prophetic values into contemporary educational practice. The study also highlights the need for future research on the application of prophetic educational principles in modern Islamic educational institutions.