QUANTIFYING THE IMPACT OF AISYAH RA'S EDUCATION: AN EMPIRICAL STUDY ON THE CONTRIBUTION OF AISYAH RA IN ISLAMIC PEDAGOGY
Islamic Education
DOI:
https://doi.org/10.35905/sipakainge.v3i2.14913Keywords:
Aisha RA, Islamic Education, Islamic PedagogyAbstract
The contributions of women to Islamic education have often been marginalized in historiography, whereas historical evidence highlights their strategic role, particularly that of Aisha RA, in the development of Islamic knowledge and pedagogy. This study employs a qualitative descriptive-analytical approach through library research. Primary data were obtained from authoritative hadith collections such as Sahih al-Bukhari and Sahih Muslim, while secondary data included books, journal articles, and contemporary literature. The validity of hadiths was assessed using the takhrij method, followed by a combination of deductive and inductive analysis. The findings reveal that Aisha RA not only narrated more than 2,210 hadiths but also contributed to shaping moral values, reinforcing the principle of gender equality, and promoting dialogical and participatory teaching methods. These principles remain relevant to contemporary educational challenges that demand inclusivity, justice, and character development. This research emphasizes that the intellectual legacy of Aisha RA can serve as an essential model for designing modern Islamic education systems based on justice and morality, while also strengthening the recognition of women’s contributions within Islamic intellectual traditions.
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Akhtar, M. (2024). Incorporating the prophetic ways of teaching for professional growth in moral and peace education: A framework for the contemporary age educators. Journal of Interdisciplinary Educational Studies, 4(1), 73–90.
Alfarizi, A. F., & Rahman, A. (2025). Gender equality in Islamic education: a comparative study of the thought of Ki Hajar Dewantara and the thought of KH. Ahmad Dahlan. Edusoshum: Journal of Islamic Education and Social Humanities, 5(3), 290–299.
Arar, K., Sawalhi, R., & Yilmaz, M. (2022). The Research on Islamic-Based Educational Leadership since 1990: An International Review of Empirical Evidence and a Future Research Agenda. Religions, 13(1), 42. https://doi.org/10.3390/rel13010042
Brown, J. A. C. (2017). Hadith: Muhammad’s legacy in the medieval and modern world. Simon and Schuster.
Durbin, S. (2011). Creating Knowledge through Networks: a Gender Perspective. Gender, Work & Organization, 18(1), 90–112. https://doi.org/10.1111/j.1468-0432.2010.00536.x
Eccles, J. S. (1994). Understanding Women’s Educational And Occupational Choices: Applying the Eccles et al. Model of Achievement-Related Choices. Psychology of Women Quarterly, 18(4), 585–609. https://doi.org/10.1111/j.1471-6402.1994.tb01049.x
Geissinger, A. (2011). ‘A’isha bint Abi Bakr and her Contributions to the Formation of the Islamic Tradition. Religion Compass, 5(1), 37–49. https://doi.org/10.1111/j.1749-8171.2010.00260.x
Geissinger, A. (2013). “Umm al‐Dardā᾽ Sat in Tashahhud Like a Man”: Towards the Historical Contextualization of a Portrayal of Female Religious Authority. The Muslim World, 103(3), 305–319. https://doi.org/10.1111/muwo.12015
Halstead, M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529. https://doi.org/10.1080/0305006042000284510
Hatem, M. F. (2011). ‘A’isha Abdel Rahman: An Unlikely Heroine A Post-Colonial Reading of Her Life and Some of Her Biographies of Women in the Prophetic Household. Journal of Middle East Women’s Studies, 7(2), 1–26.
Hidayat, R. (2010). Konstelasi pemikiran pedagogik Syed Muhammad Naquib Al-Attas perspektif pendidikan Islam modern.
Ibrahim, M., Islam, S., Zohriah, O., & Azid, M. (2024). Addressing contemporary ethical and moral issues through islamic education. Journal on Islamic Studies, 1(1), 36–51. https://doi.org/10.35335/kbbzar83
J. Mark Halstead. (2007). Islamic values: a distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296. https://doi.org/10.1080/03057240701643056
Kamruzzaman, M., & Obeid, A. H. (2023). Orientalists’ Criticism Of Saida Aisha’s Marriage: Analytical Study Of Hadith Narrations. Journal Of Hadith Studies, 19–28. https://doi.org/10.33102/johs.v8i2.259
Malik, R. K. (2024). Da’wah and Contemporary Muslim Women. Jurnal Dakwah, 25(1), 64–90. https://doi.org/10.14421/jd.2024.25104
Mastekaasa, A., & Smeby, J.-C. (2008). Educational choice and persistence in male- and female-dominated fields. Higher Education, 55(2), 189–202. https://doi.org/10.1007/s10734-006-9042-4
Mehfooz, M. (2021). Women and Ḥadīth Transmission: Prolific Role of Aisha in Validation and Impugnment of Prophetic Traditions. Al-Bayan: Journal of Qur’an and Hadith Studies, 19(2), 200–227.
Mehran, G. (2003). The paradox of tradition and modernity in female education in the Islamic Republic of Iran. Comparative Education Review, 47(3), 269–286.
Midgley, C., Lockwood, P., & Hu, L. Y. (2023). Maximizing Women’s Motivation in Domains Dominated by Men: Personally Known Versus Famous Role Models. Psychology of Women Quarterly, 47(2), 213–230. https://doi.org/10.1177/03616843231156165
Musa, A. Y. (2007). Al-Shāfi’ī, the Ḥadīth, and the Concept of the Duality of Revelation. Islamic Studies, 163–197.
Muttaqin, F. (2008). Progressive Muslim feminists in Indonesia from pioneering to the next agendas. Ohio University.
Nawaz, A., & Samiullah, M. (n.d.). THE SOCIAL ROLE OF MUSLIM WOMEN IN THE SUSTAINABLE DEVELOPMENT OF SOCIETY: CONTEMPORARY LIMITATIONS AND THEIR SOLUTION.
Nuruzzaman, M. A., Umam, M. S. K., Mazidah, C., & Ridwan, A. (2023). Women’s Contributions in Islam: Tracing Their Journey from Historical Contexts to Modern Digital Educational Environments. Social Studies in Education, 1(1), 23–40.
Roslan Mohd Nor, M., & Malim, M. (2014). Revisiting Islamic education: the case of Indonesia. Journal for Multicultural Education, 8(4), 261–276. https://doi.org/10.1108/JME-05-2014-0019
Sahin, A. (2018). Critical Issues in Islamic Education Studies: Rethinking Islamic and Western Liberal Secular Values of Education. Religions, 9(11), 335. https://doi.org/10.3390/rel9110335
Şenol, V., Soyuer, F., & Argün, M. (2013). Quality of life of elderly nursing home residents and its correlates in Kayseri. A descriptive-analytical design: A cross-sectional study. Health, 05(02), 212–221. https://doi.org/10.4236/health.2013.52029
Siddiqi, M. Y. M. (2016). The Prophet Muhammad: A Role Model for Muslim Minorities. Kube Publishing Ltd.
Smeby, J. (1998). Knowledge Production and Knowledge Transmission. The interaction between research and teaching at universities. Teaching in Higher Education, 3(1), 5–20. https://doi.org/10.1080/1356215980030101
Srimulyani, E. (2007). Muslim Women and Education in Indonesia: The pondok pesantren experience. Asia Pacific Journal of Education, 27(1), 85–99. https://doi.org/10.1080/02188790601145564
Wajiran, W. (2020). Images of Muslim women in contemporary Indonesian literature. University of Tasmania.
Wolffensperger, J. (1993). ‘Science Is Truly a Male World.’ The Interconnectedness of Knowledge, Gender and Power within University Education. Gender and Education, 5(1), 37–54. https://doi.org/10.1080/0954025930050103
Yasmeen, K. (2024). Framework for Islamic social entrepreneurship. Journal of Islamic Accounting and Business Research. https://doi.org/10.1108/JIABR-08-2023-0256
Yuda Utama, R. (2024). Role of Social Entrepreneur Companions at the Early Days of Muhammad Prophethood.
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2025-12-31
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