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All Journal El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab MIYAH: Jurnal Studi Islam Journal of Calligraphy Al-Zayn: Jurnal Ilmu Sosial & Hukum Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Ilmiah Nusantara Tilawah: Journal of Al-Qur'an Studies Makkah: Journal Of Islamic Studies
Muhammad Farih
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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KONTEKS MODERASI MAKKI MADANI DAN NASAKH MANSUKH Khoirur Rozikin; Muhammad Farih
Makkah: Journal Of Islamic Studies Vol. 2 No. 1
Publisher : Makkah: Journal Of Islamic Studies

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Abstract

Abstract : This article examines the context of moderation in the Qur’an through a comprehensive analysis of two key concepts in ‘Ulūm al-Qur’ān, namely the Makki-Madani classification and Nasakh-Mansukh. These two concepts serve as an epistemological framework that emphasizes that the revelation of the Qur’an took place gradually and was responsive to social changes in Arab society in the early Islamic period. Using a qualitative-descriptive research method based on literature study, this article examines the historical, thematic, and linguistic characteristics of Makki and Madaniyah verses, and examines the principles, conditions, and differences in the views of scholars regarding the concept of nasakh. The results of the study indicate that Makkiyyah verses serve to build theological, moral, and spiritual foundations, while Madaniyyah verses regulate the social and legal structures of established Muslim societies. Meanwhile, the Nasakh–Mansukh concept illustrates the flexibility of Islamic law through a progressive and contextual mechanism for legal refinement. Both concepts emphasize the principle of Islamic moderation, which balances universal values ​​and the practical needs of society. The conclusion is that a moderate and contextual understanding of Makkiyyah–Madani and Nasakh–Mansukh is crucial in developing a methodology for interpreting the Qur'an that is relevant to contemporary religious and social challenges. These findings are expected to enrich postgraduate interpretation studies and contribute to strengthening the discourse on religious moderation in Indonesia.  
Metode Kisah Qur’ani dalam Pendidikan Karakter: Analisis Tematik Ayat-Ayat Kisah Siti Mabruroh; Imroatus Sholekah; Muhammad Farih
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 2 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i2.4616

Abstract

Artikel ini bertujuan untuk menganalisis metode kisah Qur’ani dalam pendidikan karakter melalui analisis tematik ayat-ayat kisah. Kisah-kisah dalam Al-Qur’an tidak hanya berfungsi sebagai narasi historis, tetapi juga sebagai sarana edukatif dalam penanaman nilai moral dan pembentukan karakter. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research). Data diperoleh dari Al-Qur’an, kitab-kitab tafsir, serta literatur ilmiah yang relevan, kemudian dianalisis menggunakan pendekatan deskriptif-analitis melalui analisis tematik dengan mengelompokkan ayat-ayat kisah berdasarkan nilai pendidikan karakter. Hasil kajian menunjukkan bahwa kisah-kisah Qur’ani mengandung nilai-nilai pendidikan karakter, seperti ketaatan, kesabaran, tanggung jawab, dan kepemimpinan, yang relevan untuk diintegrasikan dalam proses pendidikan. Dengan demikian, metode kisah Qur’ani memiliki kontribusi penting dalam penguatan pendidikan karakter dalam konteks pendidikan Islam.
The Epistemology of Moderate Interpretation: Riwāyah, Ra’yi, and Isyārī and Their Implications for Contemporary Islamic Education Muhammad Said; Muhammad Farih; Muhammad Alamul Huda
Tilawah: Journal of Al-Qur'an Studies Vol. 2 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/tilawah.v2i2.50

Abstract

Epistemology of moderate Qur’anic interpretation through the integration of riwāyah, ra’yi, and isyārī approaches and its implications for contemporary Islamic education. The study is motivated by the dynamic development of Qur’anic exegesis which, in modern contexts, faces tendencies toward interpretive extremism, either in rigid textual literalism or overly subjective interpretations that risk undermining the authority of the Qur’anic text. Employing a qualitative library research method, this study analyzes classical and contemporary tafsīr works as well as relevant literature on Islamic education. The findings reveal that riwāyah emphasizes textual authority and transmission, ra’yi highlights rational reasoning and contextual ijtihād, while isyārī enriches the spiritual and ethical dimensions of interpretation. The integration of these three approaches forms a balanced epistemology of moderate tafsīr that harmonizes text, reason, and spirituality. In the context of contemporary Islamic education, this epistemological framework contributes to a shift in educational goals from mere knowledge transmission toward methodological awareness, curriculum development based on tafsīr epistemology, dialogical learning methods, and the cultivation of moderate, tolerant, and inclusive religious attitudes. This study offers a conceptual contribution to the development of Islamic education that remains faithful to Islamic scholarly tradition while addressing contemporary challenges.
Co-Authors Alifatud Dzakiyah Eka Ila Sa’adah Erawanto, Very Ikhwan Rasmana Tarigan Imroatus Sholekah Ita Putri Magfiroh Khoirur Rozikin Lailatul Fitroini Mochamad Faidlul Abrori Muhammad Alamul Huda Muhammad Said Qurrota A’yunin Siti Mabruroh