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All Journal Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism INCARE Ukazh : Journal of Arabic Studies
Hezam, Motea Naji Dabwan
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences

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Relevansi Teori Pendidikan Islam Abad ke-2 Hijriyah dalam Pengembangan Pendidikan Kontemporer Mardani, Dadan; Maulani, Hikmah; Saleh, Nalahuddin; Hezam, Motea Naji Dabwan; Bustomi, Jenal; Ruhendi, Ateng; Yunus, Badruzzaman M.
INCARE, International Journal of Educational Resources Vol 5 No 5 (2025): February 2025
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v5i5.1119

Abstract

Islamic education in the 2nd century Hijriyah played a crucial role in shaping the sustainable Islamic educational system that continues to this day. During this period, prominent Muslim scholars such as Abu Hanifah, Malik bin Anas, and Al-Shafi’i formulated educational concepts based on the Qur'an and Sunnah, which later developed in educational institutions such as halaqah and early madrasas. This study aims to analyze the relevance of Islamic educational theories from the 2nd century Hijriyah in the development of contemporary education systems. Using a qualitative approach based on literature studies, this research examines the educational principles applied in that era and their contributions to modern learning systems. The findings indicate that key principles, such as value-based education, interactive discussion methods, and the integration of religious and secular sciences, remain relevant to contemporary educational challenges. This article contributes by linking the history of Islamic educational thought with the demands of a more holistic and value-based modern education system.
Chomsky's Theory and Teaching Arabic for Special Purposes Hezam, Motea Naji Dabwan; Mardani, Dadan; Syafei, Isop
Ukazh: Journal of Arabic Studies Vol 6 No 2 (2025): Ukazh : Journal of Arabic Studies, June 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Sekolah Tinggi Ilmu Bahasa Arab Ar Raayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/ukazh.v6i2.1555

Abstract

This study aims to examine the characteristics of Arabic language instruction for specific purposes (ASP), assess the applicability of Noam Chomsky’s generative grammar theory within this context, and explore the major challenges faced in both Arab and non-Arab environments. Employing a qualitative-descriptive method with an inductive approach, the study is grounded in a literature review and critical analysis of instructional materials. The findings reveal that ASP instruction is marked by needs-based analysis, a strong emphasis on communicative competence, methodical flexibility, and specialized lexical-syntactic integration. Chomsky’s theory is shown to align with the ASP framework, as it promotes sentence generation capabilities over rote memorization. Nevertheless, the implementation faces multiple obstacles, including the lack of thematic textbooks, insufficient teacher training, diglossia, and the tendency to neglect cultural context in curriculum design. The study concludes with recommendations to develop Arabic language programs that are more responsive, context-driven, and linguistically sound.
The Relevance of Islamic Education Theory in the 2nd Century Hijriyah in the Development of Contemporary Education Mardani, Dadan; Maulani, Hikmah; Saleh, Nalahuddin; Hezam, Motea Naji Dabwan; Bustomi, Jenal; Ruhendi, Ateng; Yunus, Badruzzaman M.
INCARE, International Journal of Educational Resources Vol. 5 No. 5 (2025): February 2025
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v5i5.1119

Abstract

Islamic education in the 2nd century Hijriyah played a crucial role in shaping the sustainable Islamic educational system that continues to this day. During this period, prominent Muslim scholars such as Abu Hanifah, Malik bin Anas, and Al-Shafi’i formulated educational concepts based on the Qur'an and Sunnah, which later developed in educational institutions such as halaqah and early madrasas. This study aims to analyze the relevance of Islamic educational theories from the 2nd century Hijriyah in the development of contemporary education systems. Using a qualitative approach based on literature studies, this research examines the educational principles applied in that era and their contributions to modern learning systems. The findings indicate that key principles, such as value-based education, interactive discussion methods, and the integration of religious and secular sciences, remain relevant to contemporary educational challenges. This article contributes by linking the history of Islamic educational thought with the demands of a more holistic and value-based modern education system.
THE PHILOSOPHY OF LANGUAGE IN AL-FARĀBĪ’S THOUGHT: BETWEEN LOGIC, SYMBOL, AND REASONING Mardani, Dadan; Hezam, Motea Naji Dabwan; Mahmud, Mahmud; Rohanda, Rohanda
Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Vol. 11 No. 2 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sadra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20871/kpjipm.v11i2.447

Abstract

Al-Farābī’s contributions to Islamic philosophy extend deeply into the philosophy of language, yet scholarly attention to this dimension remains limited. This study re-examines al-Farābī’s linguistic philosophy by focusing on three interrelated dimensions: logic, symbol, and reasoning. The background of the research lies in the need to reassess classical frameworks in light of contemporary debates on language, cognition, and meaning, where non-Western traditions remain underrepresented. The objective is to explicate how al-Farābī conceptualizes language not merely as a communicative tool, but as an epistemic system for organizing rational thought and symbolic representation. Using a qualitative method, the study employs textual-philosophical analysis of al-Farābī’s major works, including Kitāb al-Ḥurūf, Kitāb al-Alfāẓ al-Musta‘mala fī al-Manṭiq, and his commentary on De Interpretatione, supported by recent scholarly findings. The results reveal that al-Farābī understands language as a structured expression of the intellect, capable of conveying both demonstrative propositions and imaginative constructs. His classification of syllogisms into demonstrative, dialectical, rhetorical, poetic, and sophistical shows the multiplicity of language functions, each with distinct epistemological and moral purposes. Furthermore, his reflections on metaphor, rhetoric, and prophetic discourse demonstrate the cognitive and ethical role of symbolic language in shaping society and cultivating virtue. The study concludes that al-Farābī’s philosophy of language integrates logical rigor with symbolic depth, offering an early model of semiotic realism in which words, concepts, and referents form a triadic relationship grounded in reason and truth. This synthesis provides a foundational contribution to the Islamic intellectual tradition while also enriching contemporary philosophy of language, hermeneutics, and intercultural dialogue.
Co-Authors Bustomi, Jenal Dadan Mardani Hikmah Maulani M. Yunus, Badruzzaman Mahmud Mahmud Nalahuddin Saleh Rohanda Rohanda, Rohanda Ruhendi, Ateng Syafei, Isop