Contextual Learning of Hadith: Applying Contextual Teaching and Learning Strategies to Hadith Materials at TPQ Saung Jingga

Abstract

Hadith learning for early childhood in non-formal institutions often gets trapped in textual memorization methods, making it difficult for children to understand the meaning and implement it in behavior. This study aims to explore the implementation of the Contextual Teaching and Learning (CTL) strategy for hadith materials at TPQ Saung Jingga, Pamulang. Utilizing a descriptive qualitative approach, data were collected through participatory observation, in-depth interviews with instructors, and triangulation techniques with students. The results indicate that the instructors successfully integrated the seven core components of CTL adaptively through developing weekly cycles based on children's actual moral problems, using creative media such as mirrors, and creating a learning community that fosters the peer reminder phenomenon. The study concludes that this contextual strategy effectively shifts the hadith learning paradigm toward applicable character building and students' critical-rational awareness, despite ongoing challenges regarding infrastructure limitations and a lack of synchronized reinforcement within the family environment.