The Concept of Classroom Management Based on the Tarbawi Hadith

Abstract

This study is motivated by the tendency of Islamic Religious Education classroom management research to focus mainly on technical-operational strategies, while the Prophet’s hadiths as a source of pedagogical values have not been systematically formulated into a coherent classroom management model. This study aims to identify hadiths relevant to classroom management, formulate their conceptual dimensions, and relate them to contemporary classroom management theory. It employs a qualitative library research approach. Data were collected through documentation of hadith collections, hadith commentaries, rijāl al-ḥadīth literature, jarḥ wa al-ta‘dīl works, and academic literature on Islamic education and classroom management. The data were analyzed using content analysis and hadith analysis, including hadith commentaries, and assessment of hadith quantity and validity. The findings reveal that the Prophet’s hadiths construct a prophetic-integrative classroom management concept comprising spiritual-transcendental, humanistic-affective, pedagogical justice, communicative-instructional, educative discipline, and socio-collaborative dimensions. This concept emphasizes that classrooms should not merely be managed to maintain order, but also to create a religious, humane, fair, communicative, participatory, and meaningful learning environment.