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All Journal JURNAL PENDIDIKAN TAMBUSAI PEMA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat
Rambe, Riza Hamdani
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Education Social Sciences Other

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Dampak Al-Dakhil Fi Al-Tafsir dalam Penafsiran Lubis, Gunawan Ardianta; Rambe, Riza Hamdani; Sagala, Qomariah Nur; Sahputra, Hery
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.29671

Abstract

Fenomena al-Dakhil fi al-Tafsir merupakan bentuk penyusupan unsur-unsur asing dalam penafsiran Al-Qur'an yang dapat menyebabkan distorsi makna dan kesalahpahaman terhadap ajaran Islam. Unsur ini masuk melalui berbagai jalur, seperti riwayat Israiliyat, hadis palsu, serta pengaruh filsafat dan teologi tertentu, yang berpotensi mengarahkan tafsir kepada pemahaman yang menyimpang. Penelitian ini menggunakan metode kualitatif dengan kajian literatur terhadap sumber primer dan sekunder, serta analisis isi untuk mengidentifikasi bentuk, penyebab, dan dampak al-Dakhil dalam tafsir. Hasil penelitian menunjukkan bahwa faktor eksternal, seperti pengaruh budaya Yahudi dan Kristen, serta faktor internal, seperti lemahnya metode verifikasi dan fanatisme mazhab, menjadi penyebab utama masuknya al-Dakhil dalam tafsir. Dampaknya meliputi kesalahan pemahaman agama hingga perpecahan di kalangan umat Islam, sehingga diperlukan metode kritik tafsir yang ketat, seperti verifikasi sanad dan matan, serta pendekatan maqashid syariah, guna memastikan penafsiran tetap sesuai dengan prinsip Islam yang benar.
Common Errors in Using Conjuction Natasya, Natasya; Siregar, Suci Romadhani; Rambe, Riza Hamdani; Lubis, Yani
PEMA Vol. 5 No. 1 (2025)
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/pema.v5i1.724

Abstract

Errors in conjunction usage remain a significant challenge for English as a Foreign Language (EFL) learners, adversely impacting textual cohesion, coherence, and overall writing quality. This study aimed to identify common conjunction-related errors, analyze their underlying causes, and evaluate strategies to address them. The research employed a quasi-experimental design involving 60 EFL learners divided into experimental and control groups. The experimental group received instruction integrating context-based teaching, corpus-based learning, and structured formal writing practice, while the control group followed a traditional grammar-focused approach. Pre-test and post-test assessments evaluated improvements in conjunction usage accuracy, textual cohesion, and error reduction. Findings revealed that conjunction errors frequently disrupted text meaning, diminished academic performance, and created negative impressions of writer proficiency. Contributing factors included mother tongue interference, limited grammatical understanding, insufficient writing practice, and theoretical teaching methods. The integration of innovative instructional strategies significantly improved conjunction usage, as evidenced by increased accuracy and enhanced cohesion and coherence in the experimental group’s written texts. This study underscores the importance of adopting context-driven teaching strategies to address conjunction-related errors, with implications for EFL instruction and curriculum design. Further research is recommended to explore these methods across broader learner demographics and linguistic contexts.
Co-Authors Lubis, Gunawan Ardianta Lubis, Yani Natasya Natasya Sagala, Qomariah Nur Sahputra, Hery Siregar, Suci Romadhani