Publication: İmam hatip liselerinde hadis öğretimi, ilgili sorunlar ve teklifler ‘‘Bakırköy Anadolu İmam Hatip Lisesi örneği’’
Abstract
Bu araştırma, Bakırköy Anadolu İmam Hatip Lisesi öğrencilerinin hadis ve sünnet hakkındaki algı, tutum ve beklentilerini, Hadis Dersi Öğretim Programlarının tarihsel gelişimi bağlamında 2019–2025 yılları arasındaki değişim süreci içinde incelemektedir. Çalışma karma yöntemle yürütülmüştür. 2019’da geliştirilen “İHL Hadis Derslerine ve Sünnete Karşı Tutum Ölçeği” 339 öğrenciye uygulanmış, dört alt boyuttan (Hadis Dersine, Sünnete, Ders İçeriğine, Hadislerin Güvenilirliğine Tutum) oluşan ölçeğin Cronbach’s Alpha katsayısı 0,883 bulunmuştur. 2025’te 10., 11. ve 12. sınıflardan seçilen 30 öğrenciyle yarı yapılandırılmış mülakatlar yapılmış, veriler dört tema altında analiz edilmiştir: (1) Hadis Algıları, (2) Hadis Dersiyle İlgili Görüşler, (3) Ders Kitabı ve Müfredat, (4) Sosyal Medya ve Okul Dışı Ortamlar. 1924–2025 arasındaki müfredat incelemeleri, öğretimin bilgi aktarımından anlam ve yorum merkezli öğrenmeye dönüştüğünü göstermiştir. Bulgular, öğrencilerin hadis ve sünnete olumlu tutum sergilediğini; ancak dersin işlenişi, süre ve materyal açısından iyileştirme gerektiğini ortaya koymuştur. Üst sınıflarda öğrencilerin ezber yerine anlama ve yorumlamaya yöneldiği, sosyal medyada karşılaştıkları hadislerin sahihliğini sorguladıkları belirlenmiştir. Sonuçta, Hadis dersinin dinî farkındalık, eleştirel düşünme ve anlam merkezli öğrenmeyi desteklediği; tarihsel süreklilik ile güncel öğretim ilkelerini bütünleştirdiği saptanmıştır.
This study examines the perceptions, attitudes, and expectations of students at Bakırköy Anatolian Imam Hatip High School regarding hadith and sunnah within the historical development of the Hadith Course Curriculum between 2019 and 2025. The research was conducted using a mixed-methods design. In 2019, the “Attitude Scale toward Hadith Courses and the Sunnah in Imam Hatip High Schools” was administered to 339 students. The scale consisted of four sub-dimensions—Attitude toward the Hadith Course, Attitude toward the Sunnah, Attitude toward Course Content, and Attitude toward the Reliability of Hadiths—with a Cronbach’s Alpha coefficient of 0.883. In 2025, semi-structured interviews were conducted with 30 students from 10th, 11th, and 12th grades, and the data were analyzed under four themes: (1) Perceptions of Hadith, (2) Opinions on the Hadith Course, (3) Views on the Textbook and Curriculum, and (4) Encounters with Hadiths in Social Media and Non-School Environments. Examination of the curricula from 1924 to 2025 revealed a shift from knowledge transmission to meaning- and interpretation-centered learning. The findings indicate that students generally hold positive attitudes toward hadith and sunnah but emphasize the need for improvements in teaching methods, course duration, and materials. Senior students tend to favor comprehension and interpretation over memorization and express concerns about the authenticity of hadiths encountered on social media. Overall, the Hadith course was found to foster religious awareness, critical thinking, and meaning-oriented learning while integrating historical continuity with contemporary educational principles.
This study examines the perceptions, attitudes, and expectations of students at Bakırköy Anatolian Imam Hatip High School regarding hadith and sunnah within the historical development of the Hadith Course Curriculum between 2019 and 2025. The research was conducted using a mixed-methods design. In 2019, the “Attitude Scale toward Hadith Courses and the Sunnah in Imam Hatip High Schools” was administered to 339 students. The scale consisted of four sub-dimensions—Attitude toward the Hadith Course, Attitude toward the Sunnah, Attitude toward Course Content, and Attitude toward the Reliability of Hadiths—with a Cronbach’s Alpha coefficient of 0.883. In 2025, semi-structured interviews were conducted with 30 students from 10th, 11th, and 12th grades, and the data were analyzed under four themes: (1) Perceptions of Hadith, (2) Opinions on the Hadith Course, (3) Views on the Textbook and Curriculum, and (4) Encounters with Hadiths in Social Media and Non-School Environments. Examination of the curricula from 1924 to 2025 revealed a shift from knowledge transmission to meaning- and interpretation-centered learning. The findings indicate that students generally hold positive attitudes toward hadith and sunnah but emphasize the need for improvements in teaching methods, course duration, and materials. Senior students tend to favor comprehension and interpretation over memorization and express concerns about the authenticity of hadiths encountered on social media. Overall, the Hadith course was found to foster religious awareness, critical thinking, and meaning-oriented learning while integrating historical continuity with contemporary educational principles.