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All Journal Arabiyatuna : Jurnal Bahasa Arab Al Mahara: Jurnal Pendidikan Bahasa Arab Kordinat : Jurnal Komunikasi antar Perguruan Tinggi Agama Islam Ukazh : Journal of Arabic Studies Mauriduna : Journal of Islamic studies Andragogia: Journal of Educational Sciences and Islamic Studies Jurnal Ilmu Sosial dan Humaniora Jurnal Teologi Islam As-Sulthan Journal of Education Naatiq: Journal of Arabic Education INTIFA: Journal of Education and Language Journal of Literature Review Rayah Al-Islam : Jurnal Ilmu Islam
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Konsep Balaghah Abu hilal Al-Askari : Studi Tentang Ilmu Bayan Ahmad Wildan Sahuri Ramdani; Azzahra Emira Sudrajat; Raswan
Journal of Literature Review Vol. 1 No. 2 (2025): JULI-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/htzqf993

Abstract

Ilmu al-Bayān merupakan salah satu cabang utama dalam disiplin balāghah Arab yang berfungsi untuk menjelaskan makna secara mendalam dan artistik melalui berbagai perangkat gaya bahasa seperti tasybīh, isti‘ārah, majāz, dan kināyah. Artikel ini mengkaji konsep Ilmu al-Bayān menurut Abu Hilāl al-‘Askari (w. 395 H), seorang tokoh penting dalam tradisi keilmuan Arab klasik yang memberikan kontribusi signifikan terhadap sistematika dan estetika bahasa Arab. Melalui karya monumentalnya Kitāb al-Ṣinā‘atayn, al-‘Askari menekankan pentingnya kejelasan dan kedalaman makna sebagai inti dari balāghah yang sejati, serta mengkritisi bentuk-bentuk bahasa yang terlalu artifisial tanpa substansi makna. Kajian ini menggunakan metode kualitatif dengan pendekatan studi pustaka (library research), serta teknik analisis isi berdasarkan model Krippendorff untuk mengidentifikasi dan mengevaluasi pemikiran al-‘Askari dalam konteks retorika dan stilistika Arab. Hasil penelitian menunjukkan bahwa Abu Hilāl tidak hanya menekankan keindahan ekspresi, tetapi juga mengaitkannya dengan etika komunikasi, rasionalitas, dan ketepatan makna. Pandangannya tentang tasybīh, isti‘ārah, dan majāz menggambarkan integrasi antara kekuatan retoris dan kejelasan semantik, yang kemudian memengaruhi pemikiran tokoh-tokoh besar seperti al-Jurjānī dan al-Sakkākī. Dengan demikian, pemikiran Abu Hilāl al-‘Askari tetap relevan dalam studi linguistik Arab dan retorika modern karena menawarkan pendekatan estetis dan logis terhadap ekspresi bahasa.
A Pragmatic Investigation of Khabar Types in al-Sakkākī’s Miftāḥ al-‘Ulūm: Applying Searle’s Speech Act Theory Athian Sulthon; Dzaki Amrullah; Raswan
Journal of Literature Review Vol. 1 No. 2 (2025): JULI-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/czv65t25

Abstract

Language functions not only as a medium for conveying information but also as a tool for performing actions. The theory of speech acts, introduced by John L. Austin and further developed by John Searle, provides a framework for understanding the pragmatic functions of utterances. In Miftāḥ al-‘Ulūm, al-Sakkākī outlines various types of khabar (declarative statements), each with distinct communicative purposes. This study aims to describe the usage of khabar types in Miftāḥ al-‘Ulūm and to explain their functional correlations based on Searle’s speech act theory. The research adopts a qualitative descriptive method through textual analysis. Primary data were derived from khabar statements in the text, collected through intensive reading, identification, and note-taking, and subsequently classified into Searle’s five categories of speech acts: assertives, directives, commissives, expressives, and declaratives. The findings reveal that the three main types of khabar in Miftāḥ al-‘Ulūm—khabar ibtidā’ī, khabar ṭalabī, and khabar inkārī—predominantly serve assertive, directive, and expressive functions. Khabar ibtidā’ī conveys objective information (assertive); khabar ṭalabī guides the listener from doubt toward acceptance (assertive-directive); while khabar inkārī merges assertive, expressive, and implicit directive functions to affirm truth amid rejection. Commissive and declarative acts are not present, as khabar primarily aims to assert truth rather than induce social status change or future commitments. This study affirms the continuity between classical Arabic rhetoric and the principles of modern pragmatics.
Al-Washl dan Al-Fashl dalam Kitab Ar-Risalah Imam asy-Syafi'i Fajar Lazuardi; Raswan; Dardiri
Journal of Literature Review Vol. 1 No. 2 (2025): JULI-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/dkr7j208

Abstract

This study aims to analyze the application of Al-Washl and Al-Fashl in the chapter “Bayān” of the Ar-Risālah by Imām al-Shāfiʿī. Al-Washl (connection) and Al-Fashl (separation) are two essential concepts in the science of Maʿānī, a branch of Arabic rhetoric (Balāghah) that deals with the rules of linking and separating sentences. Understanding these two concepts is crucial, as they significantly affect the clarity of meaning and eloquence in Arabic expression. Although many studies have addressed Al-Washl and Al-Fashl, this research presents a novel contribution by focusing on Ar-Risālah as the primary object of study—an approach that has rarely been explored from this perspective. Employing a qualitative descriptive design, the researcher systematically analyzes each sentence in the “Bayān” chapter to identify and classify their usage according to the principles of Washl and Fashl
الاستعارة في كتاب "الشفاء" لابن سينا: دراسة تحليلية بلاغية في ضوء تعريف السكاكي Muhammad Fakhri Nurfauzan; Raswan; Achmad Fudhaili; Ahmad Dardiri
Journal of Literature Review Vol. 1 No. 2 (2025): JULI-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/y7b8vy66

Abstract

يهدف هذا البحث إلى دراسة ظاهرة الاستعارة في كتاب "الشفاء" لابن سينا من منظور بلاغي، مع الاعتماد على تعريف السكاكي وتصنيفاته الدقيقة للاستعارة. تُعدّ الاستعارة أداة بلاغية فعّالة تُستخدم لتقريب المعاني المجردة إلى الأذهان، ولا سيّما في النصوص الفلسفية التي تتطلب تعبيرًا رمزيًا وتخيّليًا لتوضيح المفاهيم العقلية. انطلق البحث من التعريف الاصطلاحي للاستعارة عند السكاكي الذي يُبرز العلاقة بين طرفي التشبيه على أساس الادعاء العقلي، ثم انتقل إلى تصنيف أنواع الاستعارة بحسب ذكر الطرفين، ونوع اللفظ، والتزيين، والحقيقة. وبتحليل نماذج مختارة من كتاب "الشفاء"، تبيّن أن ابن سينا يوظف الاستعارة لتحقيق وظائف متعددة، أبرزها: التوضيح، التعبير المركّب، بناء المفاهيم، الربط بين المحسوس والمعقول، وإثارة الخيال الفلسفي. وقد كشف التحليل عن وعي لغوي دقيق لدى ابن سينا يُقارب البيان الفلسفي بالبيان البلاغي. وبذلك، يُسهم البحث في إظهار أهمية البلاغة في الخطاب الفلسفي، ويؤكد أن الاستعارة ليست ترفًا أسلوبيًا، بل ضرورة معرفية في بناء الفكر الفلسفي وتوصيله.
Pandangan Kritis Amin Al-Khuli Terhadap Tradisi Balaghah Klasik Shadiqul Wahdi; Raswan; Ahmad Dardiri
Journal of Literature Review Vol. 1 No. 2 (2025): JULI-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/xeqb9b38

Abstract

This paper explores Amin al-Khuli’s critical perspective on classical Arabic rhetoric (balaghah), which he viewed as rigid, formalistic, and outdated in addressing modern communicative needs. In his seminal work Fann al-Qawl, al-Khuli redefined balaghah as the art of effective speech that emphasizes context, purpose, and rhetorical impact, rather than merely aesthetic structure. He advocated for integrating logical and aesthetic elements and expanded the function of declarative sentences to include expressive and emotional dimensions. Rejecting the traditional divisions of balaghah, al-Khuli proposed a more functional pedagogical structure covering words, sentences, paragraphs, and texts. His approach positions balaghah within a dynamic, humanistic framework, closely tied to lived experience and socio-cultural development. This study affirms that al-Khuli’s ideas offer a foundation for revitalizing balaghah as a relevant and applicable discipline in modern Arabic language education.
الموازنة بين شعر أبي تمام والبحتري للآمدي: دراسة نقديّة بلاغيّة Fatmah Zaenal Arifin Hambali; Raswan; Achmad Fudhaili; Ahmad Dardiri
Journal of Literature Review Vol. 1 No. 2 (2025): JULI-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/p5xzhj42

Abstract

يهدف هذا البحث إلى دراسة كتاب الموازنة بين الطائيين للآمدي دراسةً نقديةً بلاغية، من خلال تحليل منهج الآمدي في المقارنة بين شعر أبي تمام والبحتري، مع التركيز على القضايا البلاغية والنقدية التي تناولها. ويُظهر البحث كيف أن الآمدي جمع بين الذوق الأدبي والتحليل البلاغي في موازناته، مستندًا إلى معايير دقيقة مثل اللفظ والمعنى، التشبيه والاستعارة، الصور البلاغية، وتناول السرقات الشعرية. وقد اتسم منهج الآمدي بالاعتدال والموضوعية، حيث كان يُقوّم النصوص بناءً على قيمتها الفنية دون تحيّز ظاهر لأحد الشاعرين. ومن خلال استقراء الأمثلة النقدية التي أوردها، يبرز البحث تفوّق الآمدي في تقديم قراءة تحليلية تطبيقيّة جعلت من كتابه مرجعًا بارزًا في النقد الأدبي الكلاسيكي. كما يُبرز البحث الفرق بين بلاغة الطبع لدى البحتري وبلاغة العقل والتكثيف عند أبي تمام، مما يعكس تنوّع الأساليب الشعرية وتطوّر الذوق البلاغي في العصر العباسي.
Bridging Traditional Language Pedagogy and AI: Lessons from Arabic Language Programs in Indonesia Mustar; Raswan; Chabib Uluum, Dina; Tamami, Keysa; Bin Mohamad, Muhammad Ramdhan
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.13708

Abstract

This article examines the integration of traditional pedagogical approaches in Arabic language teaching with emerging artificial intelligence (AI) technologies within Islamic higher education institutions in Indonesia. The study was conducted at two state Islamic universities using a descriptive qualitative approach, with lecturers serving as the primary participants. The findings revealed that conventional learning methods, such as nahwu-sharf and qirā’ah al-kutub, remained the core instructional foundation. However, an increasing number of lecturers had begun incorporating AI-based tools, including chatbots, speech-recognition applications, and adaptive online learning platforms. Overall, lecturers perceived AI as a supportive complement rather than a substitute, one that could enhance students’ learning experiences. At the same time, concerns persisted regarding the accuracy of AI-generated content and its alignment with Islamic values. This study highlights the need for an integrative instructional model that leverages the strengths of classical methods while harnessing AI’s potential to create contextual, moderate, and responsive learning experiences suited to contemporary educational demands. With adequate policy support and ongoing lecturer capacity building, the synergy between traditional pedagogy and AI is expected to accelerate the transformation of Arabic language education in Islamic higher education settings.
PENGEMBANGAN INSTRUMEN EVALUASI MAHARAH QIRA’AH: Indonesia Lazuardi, Fajar; Zhafir Al Hazmi, Muhammad; Ridlo, Ubaid; Raswan
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
Publisher : As-Sulthan Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengkaji secara komprehensif konsep, problematika, tahapan, dan instrumen penilaian Mahārah al-Qirā’ah (keterampilan membaca) dalam pembelajaran bahasa Arab. Menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research), data diperoleh melalui kajian berbagai literatur ilmiah seperti buku dan artikel jurnal. Analisis data menggunakan teknik analisis isi (content analysis) untuk menelaah konsep dan praktik pengembangan keterampilan membaca. Hasil penelitian menunjukkan bahwa keterampilan membaca dalam bahasa Arab adalah proses bertahap, dimulai dari penguasaan aspek mekanis pada tahap permulaan hingga pemahaman makna secara mendalam pada tahap lanjutan. Kesenjangan kemampuan awal, lingkungan keluarga, dan rendahnya minat belajar merupakan problematika utama yang dihadapi. Untuk mencapai tujuan pembelajaran, penilaian Mahārah al-Qirā’ah harus bersifat bertingkat, meliputi tes dan non-tes, serta disesuaikan dengan tiga jenjang kemampuan (dasar, menengah, lanjut). Penilaian mencakup kemampuan melafalkan huruf, memahami makna leksikal dan kontekstual, menemukan ide pokok, hingga menerjemahkan dan mengkritisi isi teks. Penguasaan gramatika (nahwu dan sharaf) menjadi kunci penting dalam mencapai kemampuan membaca pemahaman tingkat lanjut.
Analisis Kurikulum Bahasa Arab Tingkat Mutawassiṭah dalam Pengembangan Maharah Istima’ Amarulloh; Sulthon, Athian; Ubaid Ridlo; Raswan
Rayah Al-Islam Vol. 10 No. 1 (2026): Rayah Al-Islam: Jurnal Ilmu Islam January 2026
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v10i1.133

Abstract

This study examines the Arabic language curriculum at the Mutawassiṭah level in relation to the development of listening skills (maharah istimāʿ). As one of the fundamental receptive skills, listening competence serves as the foundation for students’ overall language acquisition. Therefore, analyzing how the curriculum structure, objectives, and instructional content support the development of maharah istimāʿ is essential. This research employs a qualitative approach using document analysis of curriculum documents, syllabi, and Arabic language instructional materials at the Mutawassiṭah level. The data were analyzed through data reduction, data display, and descriptive-analytical conclusion drawing. The findings indicate that the curriculum incorporates objectives and content relevant to the development of listening skills across the affective, cognitive, and psychomotor domains. In the affective domain, the curriculum fosters students’ motivation and positive attitudes toward engaging in listening activities. In the cognitive domain, it emphasizes mastery of phonological features, vocabulary, and grammatical structures that underpin listening comprehension. In the psychomotor domain, structured listening exercises and guided practice are designed to enhance students’ ability to identify sounds, interpret spoken texts, and respond appropriately. Overall, the curriculum demonstrates alignment between learning objectives and instructional content in supporting the systematic development of maharah istimāʿ at the Mutawassiṭah level.
The Implementation of the Amtsilati Method in Teaching Reading Skills for Eighth-Grade Students at State Junior High School 13 Jakarta Ainurridho; Zainal Muttaqin; Raswan
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.330

Abstract

This study aims to determine the effect of implementing the Amsilati method in Arabic language learning on students’ Arabic text reading skills. This research was conducted at SMPN 13 Jakarta, focusing on 30 eighth grade students. The research method used was development research consisting of three stages: pre-stage, stage I, and stage II, with data collection in the form of test results. Based on the results, the study concluded that: first, the application of the Amsilati method in Arabic language learning is generally similar to other teaching methods, but places greater emphasis on student participation in class, particularly in reading Arabic texts. Furthermore, this method focuses on students’ vocabulary and pronunciation mastery, accuracy of wording, and adherence to Arabic grammar rules. Second, the application of the Amsilati method in Arabic language learning for eighth-grade students at SMPN 13 Jakarta resulted in improved Arabic text reading skills, as seen in the improvement in student learning outcomes from the pre-stage to the second stage. Students achieved a total score of 1875 in the pre-stage, with an average score of 62,5. In the first stage, the total score reached 2095 with an average score of 69,8. Meanwhile, the second stage showed a satisfactory increase, with a total score of 2425 with an average score of 80,8.
Co-Authors Abdul Azis Achmad Fudhaili Ahmad Dardir Ahmad Dardiri Ahmad Wildan Sahuri Ramdani Ainurridho Alif Alvian Mawaddi Hamid Alya Putri Septianti Amarulloh Ashfia, Ahmad Asyim, Moh. Muqit Athian Sulthon Azzahra Emira Sudrajat Bin Mohamad, Muhammad Ramdhan Chabib Uluum, Dina Dardiri Dzaki Amrullah Erta Mahyudin Fajar Lazuardi Fatimah Al Mutawadi’ah Fatmah Zaenal Arifin Hambali Fudhaili, Achmad Hartoko, Farah Ananda Husnaini Muhammad Makhluf Huzaifi, Fikri Ira Ainul Latifah Jayadi, M. Irwan Lalah Alawiyah Lazuardi, Fajar Muhamad Fauzan Halim Muhammad Fakhri Nurfauzan Mustar N. Lalah Alawiyah Saiful Haq, Muhammad Eep Shadiqul Wahdi Siti Marhamah Siti Uriana Rahmawati Sulaeman Sulthon, Athian Syifa Amalia Nurkhalifah Fitrian Tamami, Keysa Tiara Lestari, Hanna Ubaid Ridlo Ummu Salamah Vivi Miftahul Jannah WULANDARI Zainal Muttaqin Zhafir Al Hazmi, Muhammad