The Science of Hadith Commentary in Practice: A Methodological Review of Sunan al-Nasai’s Major Exegetical Works

Authors

  • Dzulfaidhi Hakimie Dzulraidi Faculty of Islamic Studies, Universiti Malaysia Sabah, 88400 Kota Kinabalu, Sabah, Malaysia
  • Ali Abdul Jalil Faculty of Quran and Sunnah, Universiti Islam Antarabangsa Tuanku Syed Sirajuddin, Mukim Padang Siding, 02600 Arau, Perlis, Malaysia

Keywords:

Sunan al-Nasai, al-Kutub al-Sittah, Syarh al-Hadith, Hadith Commentaries methodology

Abstract

The exegetical tradition surrounding Sunan al-Nasā’ī, a cornerstone of the al-Kutub al-Sittah, represents a significant yet underexplored domain in hadith scholarship. While numerous commentaries have been written on this canonical text, the methodological strategies employed by scholars in their interpretations remain largely unexamined from the lens of hadith commentary theory (Syarh al-Hadith). This study aims to fill this scholarly gap by examining the interpretive frameworks adopted in three prominent works: Dakhīrah al-‘Uqbā, Hāshiyah al-Sindī, and Hāshiyah al-Suyūṭī. Through a qualitative methodology that combines document analysis and thematic content analysis, the research uncovers distinct methodological trends across these texts. Each commentary demonstrates a unique approach to language, narration, and jurisprudential inference, collectively illustrating the breadth of interpretive diversity in hadith commentary. By mapping these differences and commonalities, this study sheds light on how methodological choices shape the transmission and comprehension of prophetic traditions. The findings underscore the critical need to further engage with diverse commentary methodologies, and suggest new directions for expanding the discourse on hadith interpretation within Islamic intellectual heritage.

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Published

2025-08-10

How to Cite

Dzulraidi, D. H., & Jalil, A. A. (2025). The Science of Hadith Commentary in Practice: A Methodological Review of Sunan al-Nasai’s Major Exegetical Works. International Journal of Academic Research in Progressive Education and Development, 14(3), 967–979. Retrieved from https://ijarped.com/index.php/journal/article/view/3718