Bambang Suryadi
UIN Syarif Hidayatullah Jakarta

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The Rhetoric of Supplication and Emotional Intelligence in Ibn Hajar al-ʿAsqalānī's Bulugh al-Maram Daud Lintang; Sukron Kamil; Bambang Suryadi; Siti Amsariah; R. Yaniah Wardani
Al-Zahra : Journal for Islamic and Arabic Studies Vol. 23 No. 1 (2026): Al-Zahra: Journal for Islamic and Arabic Studies
Publisher : Fakultas Dirasat Islamiyah, Univitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/zr.v23i1.51188

Abstract

This study aims to analyze the asalib al-balaghah (rhetorical styles) found in selected prayers from Kitāb Bulūgh al-Marām by Ibn Ḥajar al-‘Asqalānī, focusing on three main branches of balāghah: al-bayān (figurative semantics), al-ma‘ānī (contextual semantics), and al-badī‘ (aesthetic language). This research also seeks to answer how the uslūb al-du‘ā (style of supplication) in Bulūgh al-Marām can influence emotional intelligence. This research uses descriptive-qualitative method and stylistic approach of balaghiyyah and generative transformative with the help of emotional intelligence theory. This research is a library research that searches for information through books, articles, and scientific journals. The primary source of this research is the book Bulugh al-Maram by Ibn Hajar al-‘Asqalani. The secondary sources are books and articles related to the theme of uslub al-balaghah and emotional intelligence. Data obtained from these two sources were analyzed using content analysis and comparative methods. The results show that the prayers are composed with a beautiful and rhetorical Arabic style, this beauty is seen in three elements of al-balaghah. First, the al-bayan element appears in the use of metaphors and parables that are able to evoke inner feelings. Second, the al-ma‘ani is seen from the sentence structure and word choice that is in harmony with the condition of the soul and feelings. Third, the al-badi'‘ element is present through the play of sound and the beauty of language styles that add emotional appeal. These three elements combine to create a prayer style that touches the heart and strengthens the spiritual connection between humans and God. This research also proves that asalib al-balaghah in these prayers such as al-tashbih, al-isti‘arah, al-kinayah, al- majaz, al- itnab, al-jinas, al-tibaq, al-saja’ are also factors in building emotional intelligence. The language style in these beautiful prayers is proven to instill the values of self-awareness (al-wa‘y al-dhati), self-control (dabt al-nafsi), self-motivation (al-tahfiz al-dhati), empathy (al-ta‘atuf) and social skills (al-maharat al-ijtima‘iyyah) which are fundamental aspects of emotional intelligence. Through field studies, this research also proves empirically that asa>li>b al-balaghah contained in prayers affects the psychology of its readers and the practitioners.
Deep Learning as a New Paradigm in Islamic Religious Education in Madrasahs: A Literature Review Bambang Suryadi; Jenny Lewis; Suprananto; Eviana Hikamudin
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.10012

Abstract

This study addresses the persistent challenge in Islamic Religious Education (PAI) in madrasahs, which often emphasizes rote memorization rather than meaningful understanding and value internalization. The study aims to examine deep learning as an emerging pedagogical paradigm and explore its implications for PAI in madrasahs. This research employed a qualitative systematic literature review approach by analyzing 32 relevant national and international scholarly publications on deep learning and Islamic education. The literature review and selection process were conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach, including identification, screening, eligibility, and inclusion stages, followed by thematic and conceptual synthesis. The findings indicate that deep learning, characterized by mindful, meaningful, and joyful learning, is strongly aligned with the principles of Islamic education, particularly in promoting reflective thinking (tafakkur), deep understanding (tadabbur), and character formation. The study also highlights important implications for curriculum design, teaching strategies, teacher roles, and authentic assessment practices in madrasahs. This article concludes that deep learning provides a transformative framework for strengthening the cognitive, affective, and spiritual dimensions of PAI learning. The novelty of this study lies in its conceptual integration of deep learning theory with Islamic educational principles as a foundation for transforming PAI learning in madrasah contexts.