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Integrating Prophetic Metaphors into the Development of Islamic Education Curriculum.

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Title: Integrating Prophetic Metaphors into the Development of Islamic Education Curriculum.
Authors: Azhar, Azhar1 Azhar.mnur@arraniry.ac.id, Usman, Jarjani1, Muhajir, Muhajir2, Zuaidar, Zuaidar3
Source: Journal of Curriculum Studies Research. 2025, Vol. 7 Issue 2, p296-317. 22p.
Subject Terms: *Curriculum planning, *Didactic method (Teaching method), *Religious education, *Islamic education, Metaphor, Hadith
People: Muhammad, Prophet, d. 632
Abstract: This study explores how prophetic metaphors derived from the sayings and practices of Prophet Muhammad (PBUH) can inform the development of Islamic education curriculum. These metaphors reflect both conceptual and spiritual dimensions of teaching and learning, offering culturally and theologically grounded insights for curriculum design. Using a qualitative approach and Conceptual Metaphor Theory (CMT), the study analyzed selected hadiths related to education. Identified metaphors were categorized into transmissive, constructivist, and moral-spiritual orientations, and interpreted for their curricular implications. Findings reveal that prophetic metaphors frame teaching and learning through vivid imagery such as teaching as nurturing, learning as a journey, teaching as reflection, and learning as inner struggle. These metaphors embody values central to Islamic educational philosophy, including compassion, critical thinking, lifelong learning, and Godconsciousness. Integrating such insights can enrich curriculum development by aligning pedagogical approaches with Islamic ethical and epistemological foundations. Although limited to textual analysis, this study offers a foundation for further exploration of how prophetic metaphors might inform instructional practices in contemporary Islamic education. Future research may apply these insights in school or university settings to assess their impact on learners. By bridging classical Islamic sources with contemporary educational theory, this study contributes to the discourse on faithintegrated pedagogy and curriculum development. It presents an original framework that supports the creation of spiritually rooted, learner-centered curricula designed to cultivate both knowledge and character in alignment with prophetic guidance. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies Research is the property of OpenED Network and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: This study explores how prophetic metaphors derived from the sayings and practices of Prophet Muhammad (PBUH) can inform the development of Islamic education curriculum. These metaphors reflect both conceptual and spiritual dimensions of teaching and learning, offering culturally and theologically grounded insights for curriculum design. Using a qualitative approach and Conceptual Metaphor Theory (CMT), the study analyzed selected hadiths related to education. Identified metaphors were categorized into transmissive, constructivist, and moral-spiritual orientations, and interpreted for their curricular implications. Findings reveal that prophetic metaphors frame teaching and learning through vivid imagery such as teaching as nurturing, learning as a journey, teaching as reflection, and learning as inner struggle. These metaphors embody values central to Islamic educational philosophy, including compassion, critical thinking, lifelong learning, and Godconsciousness. Integrating such insights can enrich curriculum development by aligning pedagogical approaches with Islamic ethical and epistemological foundations. Although limited to textual analysis, this study offers a foundation for further exploration of how prophetic metaphors might inform instructional practices in contemporary Islamic education. Future research may apply these insights in school or university settings to assess their impact on learners. By bridging classical Islamic sources with contemporary educational theory, this study contributes to the discourse on faithintegrated pedagogy and curriculum development. It presents an original framework that supports the creation of spiritually rooted, learner-centered curricula designed to cultivate both knowledge and character in alignment with prophetic guidance. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Curriculum Studies Research is the property of OpenED Network and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Hadith
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      – SubjectFull: Muhammad, Prophet, d. 632
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              Text: 2025
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