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All Journal Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa Al-Munawwarah: Journal of Islamic Education Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Sri Jomila Oktari
Universitas Islam Negeri Maulana Malik Ibrahim, Malang
Religion Humanities Education Languange, Linguistic, Communication & Media 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 Effect of the Humanistic Model on Arabic Learning Outcomes of Students at MTs Al-Falah Nipa Ambalawi Sri Jomila Oktari; Muhammad Fadhil Hadziq; Fika Nurhumaidah; Bulqis
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 2 No. 1 (2026): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v2i1.4284

Abstract

This study aims to examine the effect of the humanistic learning model on students’ Arabic language learning outcomes at MTs Al-Falah Nipa Ambalawi. Addressing gaps in previous research that largely emphasized theoretical discussion and affective aspects without rigorous quantitative measurement, this study employed a quantitative approach using a quasi-experimental pretest–posttest control group design. The population consisted of 56 seventh-grade students divided into experimental and control groups. Data were collected through a validated and reliable Arabic learning outcomes test and analyzed using SPSS version 23. Prerequisite tests of normality and homogeneity confirmed compliance with parametric assumptions. Hypothesis testing using the paired sample t-test revealed a calculated t-value of 3.418 with a significance value of 0.002 (<0.05), indicating a statistically significant effect of the humanistic learning model. These findings formally answer the research objective by demonstrating that the humanistic model significantly improves students’ Arabic achievement. The study provides empirical evidence that student-centered and supportive instruction enhances measurable cognitive outcomes, contributing both theoretically and practically to the development of humanistic approaches in Arabic language education.
Co-Authors Bulqis Bulqis Bulqis Fika Nurhumaidah M. Fauzan Zenrif Muhammad Aqil Abror Muhammad Fadhil Hadziq