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All Journal Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa Al-Munawwarah: Journal of Islamic Education
Bulqis Bulqis
Universitas Islam Negeri Maulana Malik Ibrahim, Malang
Religion Humanities Education Social Sciences Other

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Hermeneutical Analysis of the Concept of Makkiyah–Madaniyah in Mafhūm al-Naṣṣ by Nasr Hamid Abu Zayd Muhammad Fadhil Hadziq; Muhammad Aqil Abror; Bulqis Bulqis; Sri Jomila Oktari; M. Fauzan Zenrif
Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa Vol. 4 No. 1 (2026): July
Publisher : Lembaga Peneltian Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/pelita.v4i1.5007

Abstract

This study examines the classification of Makkiyah and Madaniyah in ʿUlūm al-Qur’ān with a focus on Nasr Hamid Abu Zayd’s hermeneutical critique of the classical approach, which tends to be descriptive and narration-centered. The research is important because it reveals epistemological problems in determining Makki–Madani classifications that affect the understanding of the Qur’anic text, the history of revelation, and the relationship between text and law. The method used is library research employing content analysis with a critical-hermeneutical approach to Mafhūm al-Naṣṣ and other classical and contemporary exegetical literature. The findings show that Makki–Madani criteria such as geography, audience, content, and narrations are not absolute and instead represent problematic historical constructions. Abu Zayd also critiques the method of talfīq al-riwāyāt, the assumption of ta‘addud al-nuzūl, and the separation between text and law, all of which contribute to an epistemological crisis in textual understanding. In addition, Qur’anic stylistic features are interpreted as historical indicators reflecting the socio-cultural dynamics of revelation. The study concludes that Makki–Madani should be understood in a historical-contextual and hermeneutical framework as a dynamic process involving text, reality, and interpretation. These findings are significant because they offer a methodological reconstruction in Qur’anic studies that is more critical, integrative, and contextual. This research is expected to contribute to contemporary Qur’anic studies by emphasizing a critical, historical, and dialogical approach to understanding revelation more comprehensively and relevantly for scholarly discourse.
Reconstruction of the Concept of Islamic Educational Public Relations in the Qur’an through Ibn ‘Araby’s Symbolic Metaphors Bulqis Bulqis; Muhammad Fadhil Hadziq; Sri Jomila Oktari
Al-Munawwarah: Journal of Islamic Education Vol. 2 No. 1 (2026): 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.v2i1.4715

Abstract

This study aims to examine the concept of public relations in Islamic education from a Qur’anic perspective by employing Ibn ‘Araby’s symbolic–metaphorical approach. The research is motivated by the tendency to understand public relations in Islamic educational institutions primarily as a technical–managerial function, which often overlooks its normative, ethical, and spiritual dimensions. This study adopts a qualitative library research method, utilizing primary sources such as the Qur’an, classical and contemporary tafsir works, and Ibn ‘Araby’s major writings, including Fuṣūṣ al-Ḥikam and al-Futūḥāt al-Makkiyyah. Data analysis is conducted through thematic analysis and a hermeneutic–philosophical approach to reconstruct a Qur’an-based model of public relations in Islamic education. The findings indicate that public relations in Islamic education constitutes an integral part of the Islamic value system, functioning to build social, moral, and spiritual relationships between educational institutions and society. Qur’anic communication principles—such as qaulan sadīdan, qaulan balīghan, qaulan ma‘rūfa, qaulan karīma, qaulan layyina, and qaulan maysūra—serve as normative foundations for ethical and effective communication. The integration of Ibn ‘Araby’s symbolic metaphor approach enriches Islamic educational public relations with a transformative dimension, positioning communication as a meaningful, ethical, and spiritually grounded process that fosters public trust and social harmony.
The Contribution of the Umayyad Dynasty to the Development of Civilization and the Advancement of Islamic Education Bulqis Bulqis; Muhammad Fadhil Hadziq
Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa Vol. 3 No. 2 (2026): May
Publisher : Lembaga Peneltian Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/pelita.v3i2.4281

Abstract

The Umayyad Dynasty (661–750 CE) played a significant role in the history of Islamic civilization, not only through territorial expansion but also in the development of education as a foundation for civilizational progress. This study aims to analyze the contributions of education during the Umayyad era, the roles of intellectuals and scholars, and the integration of religious and worldly knowledge in shaping competent human resources. The research employs a qualitative approach with historical and comparative analysis, examining historical documents, classical manuscripts, academic literature, and previous studies on Islamic education of the period. The findings indicate that Umayyad education was structured through kuttabs, madrasas, halaqahs, bimaristans, and literary councils, covering religious sciences as well as general disciplines such as mathematics, astronomy, medicine, and philosophy. The use of Arabic as a lingua franca strengthened knowledge dissemination. These educational initiatives facilitated the advancement of Islamic civilization by establishing intellectual centers in Damascus, Basra, Kufa, and Andalusia. In conclusion, education during the Umayyad period was not merely formal instruction but a strategic foundation for Islamic civilization, integrating religious and worldly knowledge. This study contributes by highlighting education as a primary pillar of civilizational development in the classical Islamic era.
Co-Authors M. Fauzan Zenrif Muhammad Aqil Abror Muhammad Fadhil Hadziq Sri Jomila Oktari