FILM AS ISLAMIC PEDAGOGY: TRANSFORMING CHARACTER VALUES AND MORAL RECONSTRUCTION IN TAARE ZAMEEN PAR

Abstract

The film Taare Zameen Par (2007), a remarkable cinematic work directed by Aamir Khan, has gained international recognition for its profound portrayal of the emotional struggles of a child with dyslexia and the transformative role of a compassionate and humanistic teacher. Amid the moral challenges of the digital era, this study explores the potential of the film as a medium of Islamic pedagogy for reconstructing the character of the younger generation. The research aims to analyze the Islamic character education values embedded in the film and examine their relevance to moral reinforcement in contemporary society. This study employed a qualitative descriptive approach using content analysis as its research method. The primary data source was the film Taare Zameen Par, while secondary data were obtained from books, scholarly articles, and relevant literature on Islamic education. Data were collected through observations of scenes, dialogues, and character portrayals in the film and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the film integrates fundamental values of Islamic character education, including rahmah (compassion), ‘adl (justice), hikmah (wisdom), amanah (trustworthiness), tarbiyah (education and nurturing), uswah hasanah (exemplary conduct), and ukhuwah (brotherhood). These values are represented through the humanistic approach of Ram Shankar Nikumbh in understanding and nurturing the unique nature of each learner. The analysis confirms that film serves as a transformative learning medium capable of conveying moral messages in an emotional and reflective manner, surpassing conventional instructional approaches. In conclusion, the integration of film into Islamic pedagogy offers a strategic means of fostering a more inclusive and humanistic process of moral reconstruction for contemporary generations.