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All Journal Al-Karim: International Journal of Quranic and Islamic Studies Indonesian Journal of Islamic Education Studies (INJURIES) Naatiq: Journal of Arabic Education
Alfabanni, Tunde Ahmed
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Interventional Role of Arabic Teachers in Senior Secondary Schools’ Arabic Drama Instructional Classes in Ilorin, Nigeria Alfabanni, Tunde Ahmed
Naatiq: Journal of Arabic Education Vol. 2 No. 2 (2025): December 2025
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v2i2.7791

Abstract

Arabic drama is a distinct literary genre crucial in enhancing students’ linguistic proficiency, cultural understanding, and interpretative skills. However, in many Nigerian secondary schools, particularly in Ilorin, Arabic drama remains underutilised due to the limited pedagogical capacity of Arabic teachers and insufficient instructional integration. This paper investigates the interventional role of Arabic teachers in facilitating the teaching and learning of Arabic drama in senior secondary schools. This research explores how Arabic teachers function beyond traditional instruction by identifying student needs, adapting instructional strategies, and promoting cultural and performance-based learning within Arabic drama classes. The paper adopts a conceptual-descriptive approach, relying on an extensive review of academic literature, curriculum documents, drama texts and expert reflections. The findings reveal that qualified Arabic teachers significantly enhance students’ engagement and performance in Arabic drama by acting as facilitators, directors, counsellors and cultural interpreters. Teachers who integrate performance techniques, differentiated instruction and contextualised drama content contribute to improved language fluency, creative expression and cultural literacy among learners. The paper concludes that integrating qualified Arabic teachers into drama instruction is essential for enriching Arabic language education. It contributes a conceptual framework for rethinking Arabic drama pedagogy. It highlights the need for curriculum reform, teacher training and institutional support to optimise the interventional capacity of Arabic educators in Nigerian secondary schools.
Bridging Sacred Traditions: Seyyed Hossein Nasr’s Hermeneutics and the Application of Biblical References in “The Study Quran” Andesra, Aan; Alfabanni, Tunde Ahmed
Al-Karim: International Journal of Quranic and Islamic Studies Vol. 3 No. 2 (2025): Al-Karim: International Journal of Quranic and Islamic Studies, September
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/al-karim.v3i2.7950

Abstract

The application of biblical references in the field of interpretation is not a new phenomenon, but it does not make it a common practice. This study examines Seyyed Hossein Nasr's construct of thought in The Study Quran (TSQ) in the application of the Bible as a reference for interpretation. This application did not arise from a vacuum, but was followed by certain constructive factors that led to the application of biblical references in the framework of The Study Quran. This study uses a qualitative-philosophical method by utilizing John Hick's Religious Inclusivism-Religious approach from John Hick (ultimate reality, inclusivism paradigm, and theocentric model) to highlight the theological dimension, as well as the Philosophical Hermeneutics from Hans-George Gadamer (historical influence, pre-understanding, and assimilation of horizons) in revealing the socio-historical dimension of Seyyed Hossein Nasr. The results of the study show that Seyyed Hossein Nasr assesses the Bible as a text with complex historical value, and that the involvement of the Bible in the realm of interpretation has the purpose of expanding the meaning of the verses of the Qur'an. Given the issue of distortion, this work emphasizes the aspect of distortion of meaning and interpretation rather than distortion of the text. The view of distortion indirectly imposes limitations by placing the Bible as a historical text limited to the functions of historical contextualization and intertextual analysis. In the theological dimension, Seyyed Hossein Nasr's position is inclusive, while in the hermeneutical-philosophical perspective, it shows a hermeneutic situation with intellectual traces and contemporary dynamics, including the 9/11 phenomenon that gave rise to Islamophobia in New York. Given the limitations of the Eastern school in assessing the application of the Bible as presented and the dynamics of the Western school, which is open to cross-traditional references, supported by the 9/11 phenomenon, this shows an effort to bridge two different traditions in the realm of interpretation. Contribution: This study theoretically contributes by integrating John Hick’s religious inclusivism and Gadamer’s philosophical hermeneutics to construct an interreligious interpretive framework that explains Seyyed Hossein Nasr’s inclusive use of biblical references in The Study Quran.
Humanization of Islamic Education Within the Framework of Constructivism (Literature Analysis on the Dialectic of Paulo Freire and Al-Ghazali's Thought) Alfabanni, Tunde Ahmed; Abinnashih, Ibnu
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 3 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i3.205

Abstract

Islamic education today faces dehumanization challenges where learning overemphasizes cognitive aspects while neglecting spiritual and moral dimensions. This phenomenon necessitates a more humanistic and constructive approach relevant to 21st-century educational demands. This study aims to analyze and discover a synthesis between humanistic and constructivist values in developing an Islamic education model through a qualitative approach using library research. Data were collected from various literature sources, international journal articles, and academic works relevant to the topic, then analyzed using thematic content analysis with NVivo 12 software. The findings indicate that humanistic values emphasize the importance of humanizing education through freedom, respect, and recognition of learners’ potential, while constructivism highlights the active role of learners in constructing knowledge through experience, interaction, and reflection. The synthesis of both approaches results in a transformative Islamic education paradigm framework consisting of five integrated dimensions: spiritual-ethical foundation, critical dialogical pedagogy, experiential constructivist learning, character-based assessment, and socially engaged praxis. This framework operationalizes the integration of Al-Ghazali's tazkiyat al-nafs (soul purification) with Freire's conscientization through a cyclical learning model. The synthesis of both approaches results in an Islamic education paradigm that is student-centered, integrating spirituality, rationality, and critical awareness, and is highly relevant to the demands of 21st-century education. This study is limited to library research without empirical field testing; therefore, further research is recommended to validate this framework through action research in Islamic educational institutions and develop culturally contextualized assessment instruments. Theoretically, this study enriches the discourse of Islamic educational philosophy by bridging modern thought and classical Islamic traditions. Practically, it contributes to the development of curricula and teaching strategies that are humanistic, constructive, and capable of addressing the challenges of globalization and educational dehumanization.
Co-Authors Abinnashih, Ibnu Andesra, Aan