The Epistemology Of Said Nursi's Siyasah Hadith And Its Relevance To Transformative Islamic Education Amidst The Social Fragmentation Of Digital Society

Burhanuddin; Hasan Zaini; Akhyar Hanif; Inong Satriadi; Safril Gazali; James Rischi; Indrayeni

doi:10.53515/alqodiri.v24i3.377

Authors

Burhanuddin Universitas Islam Negeri Mahmud Yunus Batusangkar Indonesia Co Author
Hasan Zaini Universitas Islam Negeri Mahmud Yunus Batusangkar Indonesia Author
Akhyar Hanif Universitas Islam Negeri Mahmud Yunus Batusangkar Indonesia Author https://orcid.org/0000-0002-6885-3419
Inong Satriadi Universitas Islam Negeri Mahmud Yunus Batusangkar Indonesia Author
Safril Gazali Universitas Islam Negeri Mahmud Yunus Batusangkar Indonesia Author
James Rischi Universitas Islam Negeri Mahmud Yunus Batusangkar Indonesia Author
Indrayeni Universitas Islam Negeri Mahmud Yunus Batusangkar Indonesia Author

DOI:

https://doi.org/10.53515/alqodiri.v24i3.377

Keywords:

Said Nursi; Hadith Epistemology; Siyasah Hadith; Transformative Education; Digital Fragmentation.

Abstract

The growth of digital society has been accompanied by social fragmentation, religious polarization, a shift in religious authority, and the circulation of unverified hadiths. Studies of Bediuzzaman Said Nursi have examined his theology, educational ideas, and socio-political thought separately, leaving the connection between his approach to hadith, siyasah values, and Islamic education in the digital era largely unexplored. This study analyses the epistemology of siyasah hadith in Nursi's thought and its relevance to transformative Islamic education. Using a qualitative library research design in the form of a figure study, it examines The Words, The Letters, The Flashes, and The Damascus Sermon, together with hadith scholarship and studies of digital religion. Representative siyasah hadiths were verified through takhrij in the canonical collections and analysed with content, historical-contextual, and thematic analysis. The study finds that (1) Nursi integrates revelation, reason, reflection, and observation while distinguishing the evidential and motivational functions of hadith; (2) his siyasah ethics of justice, consultation, trust, brotherhood, and truthfulness are articulated mainly as social ethics rather than practical politics, especially in the “New Said” period; and (3) these elements can be reconstructed into a three-component epistemology of authenticity, interpretive accuracy, and moral orientation. On this basis, the study proposes a conceptual model of transformative Islamic education built on integrative epistemology, siyasah ethics, and religious digital literacy. The model offers a relevant framework for curriculum integration, teacher development, and hadith literacy, but it still requires empirical validation.

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