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All Journal Al Ibrah Journal of Arabic Language Education Tarbawi: Jurnal Pendidikan dan Pemikiran Islam Tarbawi
Muhammad Ivang Rizaldi
UIN Syarif Hidayatullah Jakarta
Religion Arts Education Languange, Linguistic, Communication & Media Other

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KONTRIBUSI EPISTEMOLOGIS FĀḌIL AL-SĀMARĀ'Ī DALAM ILMU BALAGHAH: STUDI KONSEPTUAL TENTANG TEORI TAQDĪM-TA'KHĪR AL-QUR'ANI Muhammad Ivang Rizaldi; HD Hidayat; Zainal Muttaqin
Al Ibrah: Journal of Arabic Language Education Vol. 9 No. 1 (2026): Al Ibrah: Journal of Arabic Language Education
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v9i1.10682

Abstract

This paper examines the syntactic flexibility of Arabic, which allows for variations in sentence structure through the concept of Taqdīm and Ta'khīr. However, the systematic thought of contemporary scholars such as Dr. Fāḍil al-Sāmarā'ī on this concept remains underexplored. This study aims to reconstruct al-Sāmarā'ī's conceptual framework and compare it with classical balaghah views. A qualitative descriptive method with comparative concept analysis was employed through library research, using thematic analysis on primary sources including al-Sāmarā'ī's works and classical balaghah texts. The findings reveal that al-Sāmarā'ī systematizes Taqdīm-Ta'khīr into two classifications: (1) prioritizing a word over its 'āmil to indicate specification (ikhtiṣāṣ), and (2) prioritizing one word over another without 'āmil influence based on contextual demands. He rejects the circular classical explanation of "greater attention" and replaces it with verifiable criteria: cross-verse expressive consistency and objective external factors (chronology of creation, hierarchy of nobility, levels of danger). This study implies a paradigm shift from subjective rhetorical appreciation to falsifiable, context-based analysis, providing a structured theoretical foundation for Qur'anic pragmatics and Arabic linguistics instruction. ABSTRAK Artikel ini mengkaji fleksibilitas sintaksis bahasa Arab yang memungkinkan variasi struktur kalimat melalui konsep Taqdīm dan Ta'khīr. Namun, pemikiran sistematis tokoh kontemporer seperti Dr. Fāḍil al-Sāmarā'ī tentang konsep tersebut masih belum banyak dieksplorasi. Penelitian ini bertujuan untuk merekonstruksi kerangka konseptual al-Sāmarā'ī dan membandingkannya dengan pandangan balaghah klasik. Metode yang digunakan adalah kualitatif deskriptif dengan desain analisis konsep komparatif melalui studi kepustakaan, di mana data dianalisis menggunakan analisis tematik pada sumber primer karya al-Sāmarā'ī dan teks-teks balaghah klasik. Temuan mengungkap bahwa al-Sāmarā'ī mensistematisasikan Taqdīm-Ta'khīr ke dalam dua klasifikasi: (1) mendahulukan lafaz atas 'āmil-nya untuk menunjukkan pengkhususan (ikhtiṣāṣ), dan (2) mendahulukan lafaz atas lafaz lain tanpa pengaruh 'āmil berdasarkan tuntutan konteks. Ia menolak penjelasan klasik yang circular tentang "perhatian lebih besar" dan menggantinya dengan kriteria terverifikasi: konsistensi ekspresi lintas ayat serta faktor eksternal objektif (kronologi penciptaan, hierarki kemuliaan, tingkatan bahaya). Penelitian ini mengimplikasikan pergeseran paradigma dari apresiasi retorika subjektif menuju analisis yang bisa dibuktikan salah dan berbasis konteks, sekaligus menyediakan landasan teoretis terstruktur bagi pragmatik Qur'anik dan pengajaran linguistik Arab.
DARI QAWĀ‘ID KE KOMUNIKATIF: TRANSFORMASI METODE PEMBELAJARAN BAHASA ARAB Muhammad Ivang Rizaldi; Shifany Maulida Hijjah
Tarbawi: Jurnal Pendidikan dan Pemikiran Islam Vol. 9 No. 2 (2026): Tarbawi
Publisher : Institut Binamadani Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51476/2ac63773

Abstract

Arabic language instruction faces a methodological tension between traditional structure-based approaches and modern function-based communicative approaches. This study aims to describe the characteristics of traditional and modern Arabic teaching methods, compare their pedagogical orientations, and explain the influence of each method in contemporary Arabic instruction. This research employs a qualitative methodology with a library research design, analyzing primary sources from reference books and scholarly articles that discuss Arabic language teaching. The findings reveal that traditional methods such as qawā'id wa al-tarjamah, sorogan, bandongan, and rote memorization position language as a system of knowledge mastered through grammatical structure, textual authority, and intellectual discipline. In contrast, modern methods including the direct method, audio-lingual method, communicative language teaching, and eclectic method view language as a tool for social interaction developed through active communicative practice, the teacher's role as a facilitator, and evaluation based on fluency and function. The comparison of pedagogical orientations confirms a fundamental epistemological difference, yet in current educational practice both approaches are no longer dichotomous as various institutions begin to integrate nahwu sharaf techniques into communicative contexts. The implication of these findings is the emergence of methodological flexibility that enables teachers to adjust strategies based on institutional goals and learner characteristics. Arabic language education institutions are advised to develop reflective methodology training programs for educators, encourage applied research on the effectiveness of method combinations, and strengthen epistemological literacy among students of Arabic language education programs.
Co-Authors HD Hidayat Shifany Maulida Hijjah Zainal Muttaqin