Madrasah in the Haramain and The Transmission of Islamic Knowledge to the Nusantara
DOI:
https://doi.org/10.59944/postaxial.v4i3.1796Keywords:
haramain, Islamic education, madrasah, nusantara, transmission of Islamic knowledge, ulamaAbstract
This paper examines the historical development of madrasah in the Haramain and their contribution to the transmission of Islamic knowledge to Nusantara. It focuses on the Haramain as transregional centers of Islamic learning and on the intellectual networks connecting Mecca and Medina with Muslim scholars from the Malay-Indonesian Archipelago. The study employs a historical research method with a qualitative approach, using library research and historical-document analysis. Data were obtained from primary and secondary sources, including historical works, biographical literature, Islamic educational texts, and recent scholarly studies on the Haramain–Nusantara intellectual network. Historical criticism and contextual analysis were used to reconstruct the development of madrasah and examine their role in knowledge transmission. The findings indicate that economic patronage, political interests, theological considerations, and social factors contributed to the emergence and development of madrasah in the Haramain. These institutions developed organized educational systems, distinctive curricula, and teaching practices based on oral instruction, memorization, discussion, and writing. The study further demonstrates that the Haramain played a significant role in shaping Nusantara ulama (Nusantara scholars) through scholarly networks, teacher–student relationships, knowledge transmission, and sanad. The study contributes to a broader understanding of Islamic education by demonstrating that the Haramain–Nusantara relationship was not merely a process of knowledge transfer but also a dynamic process of intellectual exchange and reproduction.
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