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The Meaning of Ahzab in the Quran: A Contextual Analysis of History and Its Application in Islamic Ethics Muhammad Youssef Al Deek
Demak Universal Journal of Islam and Sharia Vol. 3 No. 02 (2025): Demak Universal Journal of Islam and Sharia
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/deujis.v3i02.496

Abstract

Objective: This study aims to clarify the meaning of the term Ahzab in the Qur’an and to examine its appropriate application within Islamic ethical and socio-political discourse. The research seeks to provide a precise linguistic and terminological understanding of Ahzab, while distinguishing its Qur’anic usage from contemporary political interpretations that often lead to conceptual misuse. Theoretical framework: The theoretical framework is grounded in Qur’anic semantics and classical Islamic scholarship, emphasizing contextual interpretation (siyāq and asbāb al-nuzūl) as essential tools for understanding key religious terms. Literature review: The literature review draws upon classical Qur’anic exegesis, authoritative Arabic dictionaries, and relevant contemporary studies to trace the historical, linguistic, and exegetical dimensions of Ahzab and related terms such as Hizbullah. Previous studies reveal a gap between traditional interpretations and modern political appropriations of Qur’anic terminology, which this research seeks to address. Methods: Methodologically, the study employs a qualitative inductive approach by identifying and analyzing all occurrences of the term Ahzab in the Qur’an. This approach is supported by descriptive and deductive methods, with systematic references to classical tafsir works and lexicographical sources to ensure textual accuracy and contextual consistency. Results: The findings demonstrate that Ahzab in the Qur’an consistently refers to groups or coalitions that oppose divine truth and prophetic missions, rather than neutral or legitimate political entities. Furthermore, the study confirms that Hizbullah does not denote a specific political party but signifies individuals and communities committed to faith, obedience, and moral integrity. Implications: The implications of this research highlight the ethical responsibility of interpreting Qur’anic terminology accurately, cautioning against its instrumentalization for political justification or social oppression. Novelty: The novelty of this study lies in its focused contextual and linguistic analysis of Ahzab, offering a corrective framework for contemporary discourse and contributing to a more ethical and textually grounded understanding of Qur’anic concepts.
Teachers as Strategic Agents in Multicultural Education at Vocational High Schools: An Analysis of Practice at SMKN 1 Talamau Refinal; Ismaiza Busti; Julhadi; Muhammad Youssef Al Deek
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 4 No. 02 (2026): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v4i02.526

Abstract

Objective: Analyze the strategic role of teachers in the implementation of multicultural education in vocational schools with a focus on SMKN 1 Talamau. The study highlights the role of teachers in the formation of the inclusive character and social competence of students. The results are directed at the formulation of contextual recommendations for the role of teachers. Theoretical framework: This research is based on the concept of multicultural education that emphasizes the management of diversity in learning. Teachers are positioned as strategic actors in building critical cultural awareness. Multicultural education is understood as part of the formation of character and work readiness of vocational school students. Literature review: The study of multicultural education is still dominated by the context of general and urban education. Studies on the role of teachers in vocational schools and regional schools are still limited. In addition, the role of teachers is generally studied descriptively and not yet strategically. Methods: This study uses a qualitative approach with an analytical descriptive design. Data were collected through in-depth interviews, participatory observations, and documentation studies at SMKN 1 Talamau. Data analysis is carried out thematically by ensuring validity through triangulation. Results: The results of the study show that the role of teachers as role models, facilitators, innovators, mediators, and reflective evaluators is the main pillar of multicultural education. Effective implementation occurs when multicultural values are integrated into the curriculum, learning, and school culture. This role contributes to strengthening students' inclusive character and social competence. Implications: The development of multicultural education in vocational schools requires the support of school policies, teacher competency improvement, and government regulations. The sustainability of implementation depends on cross-stakeholder collaboration. The sustainability of implementation depends on cross-stakeholder collaboration. Novelty: The novelty of this research lies in the analysis of the strategic and multidimensional role of teachers in the context of regional vocational schools. This study integrates multicultural education with vocational education as well as the needs of the world of work through contextual and adaptive conceptual models.