Living Hadith on Qur’anic Learning and Teaching: Reception, Pedagogical Actualization, and Institutionalization at Rumah Tahfizh Qur’an At-Taqwa Cirebon

Abstract

This study examines the reception, pedagogical actualization, and institutionalization of the hadith on Qur’anic learning and teaching at Rumah Tahfizh Qur’an At-Taqwa Cirebon. Employing a qualitative case study with a living hadith perspective and Berger and Luckmann’s social construction framework, the study draws on direct observation, semi structured interviews with two institutional leaders, five teachers, fourteen students, and three parents, as well as institutional documents. The findings reveal that hadith reception is actor based: institutional leaders, teachers, students, and parents appropriate the prophetic teaching according to their respective social and educational positions, yet their interpretations converge around a shared Qur’anic orientation. These received meanings are externalized through recurring pedagogical practices of Qur’anic learning and subsequently objectified in learning standards, teacher criteria, evaluation mechanisms, parental communication, and institutional governance. The analysis further shows that institutionalization is not a static process, but an ongoing negotiation between the religious values of worship, sincerity, adab, and devotion to the Qur’an and contemporary demands for teacher professionalism, learning achievement, service quality, parental expectations, and institutional sustainability. Theoretically, the study demonstrates that living hadith can be understood as an interconnected movement from actor reception to pedagogical actualization and institutionalization, through which prophetic values acquire social and organizational durability in contemporary Qur’anic education. This finding extends living hadith scholarship by showing how received hadith meanings become embedded in both pedagogical practices and institutional structures.