Integrating Prophetic Metaphors into the Development of Islamic Education Curriculum

Abstract

This study explores how prophetic metaphors derived from the sayings and practices of Prophet Muhammad (PBUH) can inform the development of Islamic education curriculum. These metaphors reflect both conceptual and spiritual dimensions of teaching and learning, offering culturally and theologically grounded insights for curriculum design. Using a qualitative approach and Conceptual Metaphor Theory (CMT), the study analyzed selected hadiths related to education. Identified metaphors were categorized into transmissive, constructivist, and moral-spiritual orientations, and interpreted for their curricular implications. Findings reveal that prophetic metaphors frame teaching and learning through vivid imagery such as teaching as nurturing, learning as a journey, teaching as reflection, and learning as inner struggle. These metaphors embody values central to Islamic educational philosophy, including compassion, critical thinking, lifelong learning, and God-consciousness. Integrating such insights can enrich curriculum development by aligning pedagogical approaches with Islamic ethical and epistemological foundations. Although limited to textual analysis, this study offers a foundation for further exploration of how prophetic metaphors might inform instructional practices in contemporary Islamic education. Future research may apply these insights in school or university settings to assess their impact on learners. By bridging classical Islamic sources with contemporary educational theory, this study contributes to the discourse on faith-integrated pedagogy and curriculum development. It presents an original framework that supports the creation of spiritually rooted, learner-centered curricula designed to cultivate both knowledge and character in alignment with prophetic guidance.