Silaturahim Education in KH. M. Hasyim Asy'ari's Thought: An Adab-Based Framework for Social Cohesion and National Unity

Abstract

This study examines the concept of silaturahim education in the thought of KH. M. Hasyim Asy'ari and its relevance to character formation, social cohesion, and national unity. Although previous studies have explored his educational philosophy, reconciliation values, and religious brotherhood, the pedagogical relationship between silaturahim and social responsibility remains insufficiently integrated. Employing a qualitative library research approach, this study analyzes two primary works, Al-Tibyān fī al-Nahy ‘an Muqāṭa‘at al-Arḥām wa al-Aqārib wa al-Ikhwān and Adab al-‘Ālim wa al-Muta‘allim, through textual, contextual, and conceptual analysis supported by relevant scholarly literature. The findings reveal that silaturahim extends beyond the preservation of kinship relationships to encompass ethical responsibilities associated with interpersonal respect, compassion, cooperation, and communal solidarity. The study reconstructs three interconnected pedagogical dimensions: normative internalization, which emphasizes religious consciousness and ethical obligations; ethical habituation, which cultivates humility, empathy, and responsible conduct; and social participation, which encourages cooperation, respect for differences, and collective responsibility. These dimensions constitute an analytical reconstruction rather than an educational model explicitly formulated by Hasyim Asy'ari. The study contributes an adab-based conceptual framework linking Islamic moral education with the development of socially responsible character and collective solidarity. While silaturahim education may support the social foundations of national unity and resilience, its practical effectiveness requires further empirical investigation.