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All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Al-Fadlan: Journal of Islamic Education and Teaching
Alif Aizuddin bin Ahmad Farikh Riaz'uddin
Universiti Teknologi Mara, Malaysia
Religion Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Hermeneutics in the Perspective of Islamic Education: A Critical Study of the Thoughts of Schleiermacher, Dilthey, and Gadamer Muhamad Hadli Al Furqon; Alif Aizuddin bin Ahmad Farikh Riaz'uddin
Al-Fadlan: Journal of Islamic Education and Teaching Vol. 3 No. 1 (2025): Exploring Trends in Islamic Education
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/fadlan.v3i1.104

Abstract

Hermeneutics, as an interpretive and epistemological approach, has undergone a significant evolution from its religious roots to its methodological role in the humanities and social sciences. This article critically examines the thought of three key figures in hermeneutics Friedrich Schleiermacher, Wilhelm Dilthey, and Hans Georg Gadamer and their relevance to the development of Islamic education. The study employs a qualitative-philosophical approach using a literature review method, analyzing both primary and secondary works of the three thinkers alongside relevant Islamic education literature. The analysis is conducted through comparative and reflective methods to explore each thinker’s contribution to the foundation of text comprehension methodology, particularly in relation to religious texts. The findings indicate that Schleiermacher emphasized the importance of grammatical and psychological aspects in understanding the author's intent; Dilthey situated hermeneutics within the framework of the humanities, focusing on human historical experience; while Gadamer introduced the concept of the fusion of horizons as the basis for dialogical and historical understanding. Collectively, they offer complementary approaches for shaping a more reflective, contextual, and dialogical practice of Islamic education.The article’s contribution lies in enriching interpretive methodologies within Islamic education, particularly in the teaching of Islamic texts that require a critical and historical approach. These findings affirm that although hermeneutics originates from the Western tradition, it can be contextually adapted within the field of Islamic education to enhance the understanding and relevance of Islamic teachings in contemporary contexts. Therefore, the results of this study are significant for the development of more humanistic and contextual theories and practices in Islamic education.
Analysis of Difficulties in Arabic Oral Communication among Arabic Education Students Muhamad Hadli Alfurqon; Dwi Ratnasari; Dewi Hasanah; Ismail Fahkri; Alif Aizuddin bin Ahmad Farikh Riaz'uddin
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 4 (2026): October (Theme Education, Religion Studies, Social Sciences, STEM and Economic De
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i4.679

Abstract

The teaching of maharah kalam (Arabic oral communication) in Islamic higher education continues to face a persistent challenge: mastery of linguistic theory does not automatically translate into confidence and fluency in speaking. This study aims to analyze the contributing factors behind the speaking difficulties experienced by fourth-semester students of the Arabic Language Education Study Program at an Islamic higher education institution, despite their strong academic performance in nahwu and sharf. Employing a descriptive qualitative case study design, data were collected through a semi-structured written questionnaire consisting of twenty-three items across seven thematic domains, followed by in-depth oral clarification interviews with ten purposively selected informants. The data were analyzed using the Miles and Huberman interactive model, encompassing reduction, display, and conclusion drawing. The findings reveal that speaking anxiety rooted in fear of negative evaluation was the most dominant factor (f = 10/10), followed by over-monitoring of grammatical rules (f = 5/10) and cognitive overload due to habitual mental translation from Indonesian (f = 5/10). Additionally, the absence of bi’ah lughawiyah and a tense classroom atmosphere were reported by most informants (f = 6/10), while limited active vocabulary was the least cited factor (f = 4/10). These results indicate that the primary barriers are non-linguistic and mutually reinforcing. The study implies that effective oral fluency requires psychomotor automaticity developed through continuous practice in a psychologically safe environment, rather than through additional grammatical instruction.
Co-Authors Dewi Hasanah Dwi Ratnasari Ismail Fahkri Muhamad Hadli Al Furqon Muhamad Hadli Alfurqon