Pendekatan Psikososial-Historis terhadap Pemahaman Tafsir Hadis Yusuf Al-Qardhawi: Implikasi Pedagogis bagi Praktik Pendidikan Islam Kontemporer

Abstract

This study focuses on a psychosocial-historical approach to understanding Yusuf Al-Qardhawi’s interpretation of hadith and its pedagogical implications for the practice of Islamic education. It is motivated by the tendency in Islamic education to teach hadith by emphasizing literal and textual interpretations while neglecting social and historical contexts, as well as the objectives of Islamic law.
This research focuses on analyzing Yusuf Al-Qardhawi’s thought regarding the methodology for understanding hadiths related to women and mahram regulations through a historical-psychosocial hermeneutic approach.
The findings of this study indicate that his moderate and contextual approach is shaped by his educational background, intellectual experiences, organizational involvement, exposure to various schools of thought, and the socio-political conditions in Egypt. Yusuf Al-Qardhawi’s hadith methodology emphasizes balance, comprehensiveness, contextuality, maqasid al-sharia, and social realities in hadith interpretation; specifically, when interpreting hadiths regarding mahram regulations, he places greater emphasis on ensuring safety and protection rather than adhering to a strictly textual understanding.
The results of this study reveal that this approach has implications for Islamic education, particularly in the development of hadith instruction. These include a more contextual paradigm, a maqasid-based approach, and an adaptive response to contemporary developments. From a psychosocial-historical perspective, it also highlights the importance of social interaction, the environment, and the diversification of knowledge in shaping student development. Thus, Yusuf Al-Qardhawi’s model contributes to the construction of a moderate, dynamic, and humanistic educational framework.