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All Journal Al-Munawwarah: Journal of Islamic Education Farasyah: Journal of Linguistics and Language Education
Kholili Hasib
Universitas Islam Internasional Darullughah Wadda’wah, Pasuruan
Religion Humanities Education Other

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The Importance of Balancing the Knowledge of Fardhu 'Ain and Fardhu Kifayah According to Imam Al-Ghazali Muhammad Husni; Kholili Hasib
Al-Munawwarah: Journal of Islamic Education Vol. 1 No. 1 (2025): May
Publisher : Islamic Religious Education Master Program Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almunawwarah.v1i1.2512

Abstract

The rapid changes in the era and the development of the modern world often result in an imbalance in prioritizing the types of fardu kifayah and fardu ‘ain knowledge. Many educational institutions prioritize the science of Fardu kifayah, often neglecting the Fardu ‘ain aspect. This study aims to explore Imam Al-Ghazali's thoughts on the importance of balance between the science of Fardu ‘ain and Fardu kifayah in the context of Islamic education. This study uses a qualitative approach with a literature study, which examines the works of Imam Al-Ghazali, especially those related to education and science. The results of the study show that Imam Al-Ghazali's thoughts on the balance of Fardu ‘ain and Fardu kifayah knowledge are very relevant to the challenges of today's Islamic education. In a modern context, Islamic education needs to integrate these two types of knowledge in order to produce a generation that is not only intellectually intelligent but also has a noble character and is responsible for building society. This study suggests that the current Islamic education curriculum integrates religious and worldly knowledge, strengthens character education, and utilizes technology as a means to achieve a balance of knowledge. Thus, Islamic education can form a generation that excels in the fields of science and morals and plays an active role in the development of the community and civilization.
Reflective Discourse in Ibn 'Ata' Allah's Al-Hikam: Integrating Linguistics, Psychology, and Language Education Paola Colonello; Kholili Hasib; Lilik Aminah
Farasyah: Journal of Linguistics and Language Education Vol. 1 No. 2 (2026): July
Publisher : PT. Hilyah Educational Research

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Abstract

This article examines Al-Hikam, the celebrated aphoristic work of Ibn ‘Ata’ Allah al-Iskandari, as a body of reflective discourse that can enrich contemporary conversations in linguistics, psychology, and language education. The study is motivated by a practical problem in language classrooms: learners often encounter language primarily as technique, grammar, or assessment, while the human work of interpretation, self-understanding, ethical imagination, and emotional regulation remains marginal. This study aims to analyze how selected aphorisms of Al-Hikam function as reflective discourse and how they may be pedagogically adapted for humanistic language education. Through qualitative document analysis and reflexive thematic interpretation, selected Arabic aphorisms from Al-Hikam are read as compact pedagogical events. The analysis identifies four discourse features: aphoristic compression, dialogic address, metaphorical reframing, and evaluative self-positioning. These features are connected to psychological themes such as hope after failure, self-regulation, humility, presence, and relational growth. The article argues that Al-Hikam may be approached not merely as devotional literature but also as an authentic text for humanistic language education. Its reflective language can support close reading, translation awareness, discourse analysis, reflective journaling, and dialogic classroom practice. As an analytical contribution, the article proposes the Reflective Linguistic Pedagogy model, a four-stage classroom sequence consisting of encounter, linguistic noticing, psychological reflection, and communicative transformation. The article concludes that a careful, non-reductive use of Al-Hikam can help language education recover its deeper human purpose: to cultivate articulate, attentive, ethically aware, and emotionally resilient learners.
Co-Authors Lilik Aminah Muhammad Husni Paola Colonello