HADIS JIBRIL SEBAGAI MODEL DEEP LEARNING DALAM PENDIDIKAN ISLAM BAGI GENERASI Z

Abstrak

This research aims to analyze the hadith of Jibril as a learning model that is relevant to  the deep learning approach  in Islamic education through a hermeneutic perspective. This research uses a qualitative approach with the library research method, through content analysis of hadith and various classical and contemporary literature related to Islamic education and andragogy. This study focuses on the pedagogical meaning contained in the dialogue between Jibril, the Prophet PBUH, and the companions, as well as its relevance to the learning needs of the 21st century, especially for Generation Z.  The results of the analysis show that the hadith of Jibril not only contains Islamic teaching material, but also presents a learning design that emphasizes the learning experience, teacher-student relationships, inquiry-based learning, reflection, and internalization of values. The presence of Jibril in human form, his physical closeness to the Prophet PBUH, the strategy of asking questions even though he already knows the answers, and the gradual preparation of the material represent the principles  of active learning, scaffolding, Socratic questioning, and hidden curriculum. In addition, the material structure that includes Islam, faith, ihsan, the Day of Resurrection, and the signs of the apocalypse shows the holistic character of Islamic education by integrating cognitive, affective, spiritual, moral, and social dimensions. The findings of this study show that the pedagogical principles in the hadith of Jibril are in harmony with the concept  of deep learning, such as mindful learning, meaningful learning, and joyful learning. Thus, Jibril's hadith can be used as a conceptual foundation in the development of an adaptive, dialogical, and transformative Islamic education model to answer the learning challenges of Generation Z.