PROGRAM UMMAHAT ANGKATAN 8 - Pertemuan ke-1 - Hadits Ahkam Keluarga Pengajar: Ustadz Mahyudin

Main Ideas

1. The Course and Its Primary Text

The teacher opens the first session by introducing Bulugh al-Maram min Adillat al-Ahkam, a collection of hadiths on Islamic legal rulings compiled by the hadith scholar Ibn Hajar al-Asqalani. The class will focus on family law, especially marriage and divorce, using the third volume of a Shafi‘i-oriented commentary, Fiqh Bulugh al-Maram by Muhammad Mustafa al-Zuhayli.

Ibn Hajar’s introduction describes the book as a concise, organized collection of legal hadiths. It is intended to help students—especially beginners—learn and memorize hadiths relevant to Islamic law, while remaining useful to more advanced students. The teacher notes that the full collection contains 1,482 hadiths.

2. How to Read Ibn Hajar’s Hadith References

Ibn Hajar sometimes uses shorthand to identify which hadith collections report a narration. The teacher explains the main labels:

• “The seven” (al-sab‘ah): Ahmad, al-Bukhari, Muslim, Abu Dawud, al-Nasa’i, al-Tirmidhi, and Ibn Majah.
• “The six” (al-sittah): The same list without Ahmad.
• “The five” (al-khamsah): Ahmad, Abu Dawud, al-Nasa’i, al-Tirmidhi, and Ibn Majah—that is, excluding al-Bukhari and Muslim.
• “The four” (al-arba‘ah): Abu Dawud, al-Nasa’i, al-Tirmidhi, and Ibn Majah.
• “The three” (al-thalathah): Abu Dawud, al-Nasa’i, and al-Tirmidhi.
• “Agreed upon” (muttafaqun ‘alayh): Reported by both al-Bukhari and Muslim. This label does not necessarily mean that no other scholars also narrated the hadith.

The order in which the narrators’ names appear can vary.

3. The Compiler’s Introduction and the Responsibilities of Knowledge

The teacher comments on the conventional style of scholarly introductions, which often combine praise of Allah, blessings upon the Prophet, and prayers for scholars. He highlights the use of rhythmic language as a way of making an introduction both correct and eloquent.

He also discusses the responsibility that accompanies knowledge: scholars should act on what they know and teach it to others. Knowingly acting against one’s knowledge, or withholding knowledge that people need, is presented as a breach of that responsibility. Teaching basic religious duties—such as purification and prayer—is described as part of da‘wah.

4. The First Hadith: Encouragement to Marry

The first hadith discussed is a report from Abdullah ibn Mas‘ud in which the Prophet addresses young people:

• Whoever is able to marry should do so, because marriage helps lower the gaze and guard chastity.
• Whoever is unable to marry is advised to fast, as fasting can help restrain sexual desire.

The teacher explains that the term nikah can refer linguistically to sexual relations and, in legal usage, to the marriage contract. In this hadith, “being able” to marry is explained as involving both physical readiness and the means to meet marriage expenses. The word ba’ah is discussed in connection with both the capacity for sexual relations and the ability to bear the costs of marriage.

Fasting is described as a means of calming or restraining desire, not eliminating it. This is contrasted with castration, which the teacher says is prohibited because it removes sexual capacity rather than moderating desire.

5. The Legal Status of Marriage

The teacher explains that marriage can have different rulings depending on a person’s circumstances:

• Recommended: The majority view presented is that marriage is generally recommended for someone who is able and wants to marry.
• Obligatory: It may become obligatory for someone who can marry and fears falling into sin without it.
• Forbidden: It may be forbidden if a person is likely to harm a spouse or cannot fulfill essential marital rights.
• Disliked: It may be disliked when there is concern about fulfilling responsibilities, but not to the extent of causing serious harm.
• Permissible: Some scholars include a neutral, permissible category when no factor pushes the ruling toward or away from marriage. The teacher notes that some scholars dispute whether marriage is ever simply permissible, arguing that it is otherwise recommended or subject to one of the other rulings.

The teacher distinguishes not marrying because of personal circumstances or competing priorities from rejecting marriage because one objects to the Prophet’s guidance. He also notes that, although the hadith addresses young people, its guidance can apply to older people who have a strong desire to marry.

6. Questions About Marital Rights and Readiness

During the discussion, the teacher addresses several practical questions:

• Teaching basic religious knowledge: Those who have learned essential material should teach it to people who need it, especially matters that are individually obligatory.
• Infertility: Inability to have children does not, by itself, prevent someone from marrying. However, a person should disclose known infertility or other significant conditions to a prospective spouse.
• Sexual incapacity and marital rights: Sexual relations involve rights and responsibilities for both spouses. A serious inability to fulfill a spouse’s sexual rights can raise concerns about harm and may give the affected spouse grounds to seek a remedy. If a spouse knowingly accepts the situation, the teacher says that can affect the ruling.
• Financial support: Maintenance is described as the husband’s responsibility and the wife’s right. Failure to provide can wrong the wife and children. The teacher says such a marriage may continue if the family accepts the situation, while also noting that failure to provide may be grounds to seek divorce. He recommends advice and mediation where possible.
• Financial readiness: The teacher cautions against assuming that marriage requires wealth or a high income. Maintenance should be according to reasonable social norms and the couple’s circumstances.
• Polygamy: This is mentioned as a topic for a later session. The teacher says scholars generally regard it as permissible, while some also regard it as recommended.
• Preparation for marriage: Readiness includes physical, financial, and mental aspects, but the teacher warns against setting unnecessarily high standards.
• The effect of fasting: Fasting is said to restrain desire when performed properly, with its conditions fulfilled and its guidance observed.

Speakers and Sources Featured

• Ustadz Mahyudin — The principal speaker and instructor.
• Unidentified course participants — Ask questions during the session; their names are unclear in the subtitles.
• Ibn Hajar al-Asqalani — Author of Bulugh al-Maram, the main text discussed.
• Muhammad Mustafa al-Zuhayli — Author of the Fiqh Bulugh al-Maram commentary used for the course.
• Other books and scholars mentioned: Fath al-Bari; Riyad al-Salihin by al-Nawawi; Subul al-Salam by al-San‘ani; and commentary works associated with al-Husayn al-Maghribi and Nur al-Din ‘Itr.
• Hadith collections and transmitters discussed: Musnad Ahmad; Sahih al-Bukhari; Sahih Muslim; Sunan Abu Dawud; Sunan al-Nasa’i; Sunan al-Tirmidhi; and Sunan Ibn Majah.