Teacher’s Vision and Mission in the Affective Domain: A Takhrij Analysis of the Hadith "Innama Bu’istu Mu’alliman”

Nur, Tya Shofarina M.; Sumarna, Elan; Putra, Moch. Ardia; Kamah, Husna

doi:10.15575/atthulab.v10i2.47397

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Teacher’s Vision and Mission in the Affective Domain: A Takhrij Analysis of the Hadith "Innama Bu’istu Mu’alliman”

Atthulab: Islamic Religion Teaching and Learning Journal · Vol. 10 No. 2 (2025) · hlm. 179–192

DOI: 10.15575/atthulab.v10i2.47397
ISSN: 2598-0971, 2503-5282
Terbit: 2025-10-01
Penerbit: Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher
Bahasa: eng
Lisensi: creativecommons.org/licenses/by-sa/4.0

Abstrak

Modern education tends to prioritize the cognitive domain, often neglecting the affective domain, which plays a crucial role in moral and character development—especially in religious education. This study aims to examine the vision and mission of teachers from the perspective of hadith tarbawi, focusing on the role of educators as exemplified in Islamic teachings. The research analyzes the hadith "Innama bu’istu mu’alliman" (Indeed, I was only sent as a teacher), which reflects the prophetic mission of Prophet Muhammad as a moral guide and educator. A qualitative approach is employed through literature study and takhrij al-hadith. Primary sources include classical hadith books such as Sunan Ibn Majah, Sunan ad-Darimi, Musnad Abu Daud al-Tayalisi, Mishkat al-Masabih, and Al-Madkhal ila Sunan al-Kubra. The findings reveal that although the analyzed hadith is categorized as da'if in its sanad, it attains the status of hasan lighairihi due to corroborating authentic narrations regarding moral perfection. This study concludes that the hadith serves as a pedagogical foundation for teachers to prioritize their role as moral inspirators, ensuring a balance between intellectual intelligence and character building. The study is limited to the analysis of five main hadith sources. Future research is recommended to expand the scope by including a broader range of hadith texts and exploring additional educational hadiths more comprehensively.

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Indonesia University of Education
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Rekan penulis	Organisasi	Artikel bersama
Cucu Surahman	Afiliasi tidak diketahui	3
Udin Supriadi	Indonesia University of Education	1
Munawar Rahmat	Afiliasi tidak diketahui	1
Nunuy Nurjanah	Afiliasi tidak diketahui	1
Ganjar Eka Subakti	Afiliasi tidak diketahui	1
Mokh. Iman Firmansyah	Afiliasi tidak diketahui	1
Salma Rahmasari Alfalah	Afiliasi tidak diketahui	1
Utami Qonita Rahmi	Afiliasi tidak diketahui	1
Cucun Surahman	Afiliasi tidak diketahui	1
Marwal Blantara Susetyo	Afiliasi tidak diketahui	1
Muhammad Fahri Ali Husaeni	Afiliasi tidak diketahui	1
Mifta Ghina Dzakiya	Afiliasi tidak diketahui	1
Ega Nasrudin	Afiliasi tidak diketahui	1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/atthulab/oai, pertama di-harvest 7 Nov 2026, terakhir terlihat 8 Nov 2026.

Metadata asli (oai_dc)

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	<dc:title xml:lang="en-US">Teacher’s Vision and Mission in the Affective Domain:  A Takhrij Analysis of the Hadith "Innama Bu’istu Mu’alliman”</dc:title>
	<dc:creator>Nur, Tya Shofarina M.</dc:creator>
	<dc:creator>Sumarna, Elan</dc:creator>
	<dc:creator>Putra, Moch. Ardia</dc:creator>
	<dc:creator>Kamah, Husna</dc:creator>
	<dc:subject xml:lang="en-US">Affective Domain</dc:subject>
	<dc:subject xml:lang="en-US">Character Education</dc:subject>
	<dc:subject xml:lang="en-US">Hadith Authentication</dc:subject>
	<dc:subject xml:lang="en-US">Teacher’s Vision</dc:subject>
	<dc:description xml:lang="en-US">Modern education tends to prioritize the cognitive domain, often neglecting the affective domain, which plays a crucial role in moral and character development—especially in religious education. This study aims to examine the vision and mission of teachers from the perspective of hadith tarbawi, focusing on the role of educators as exemplified in Islamic teachings. The research analyzes the hadith "Innama bu’istu mu’alliman" (Indeed, I was only sent as a teacher), which reflects the prophetic mission of Prophet Muhammad as a moral guide and educator. A qualitative approach is employed through literature study and takhrij al-hadith. Primary sources include classical hadith books such as Sunan Ibn Majah, Sunan ad-Darimi, Musnad Abu Daud al-Tayalisi, Mishkat al-Masabih, and Al-Madkhal ila Sunan al-Kubra. The findings reveal that although the analyzed hadith is categorized as da'if in its sanad, it attains the status of hasan lighairihi due to corroborating authentic narrations regarding moral perfection. This study concludes that the hadith serves as a pedagogical foundation for teachers to prioritize their role as moral inspirators, ensuring a balance between intellectual intelligence and character building. The study is limited to the analysis of five main hadith sources. Future research is recommended to expand the scope by including a broader range of hadith texts and exploring additional educational hadiths more comprehensively.</dc:description>
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	<dc:date>2025-10-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://journal.uinsgd.ac.id/index.php/atthulab/article/view/47397</dc:identifier>
	<dc:identifier>10.15575/atthulab.v10i2.47397</dc:identifier>
	<dc:source xml:lang="en-US">Atthulab: Islamic Religion Teaching and Learning Journal; Vol. 10 No. 2 (2025): Atthulab: Islamic Religion Teaching and Learning Journal; 179 - 192</dc:source>
	<dc:source xml:lang="id-ID">Jurnal al-Thullab; Vol 10 No 2 (2025): Atthulab: Islamic Religion Teaching and Learning Journal; 179 - 192</dc:source>
	<dc:source>2598-0971</dc:source>
	<dc:source>2503-5282</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/atthulab/article/view/47397/15944</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2025 Tya Shofarina M. Nur, Elan Sumarna, Moch. Ardia Putra, Husna Kamah</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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