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All Journal Jurnal Studi Ilmu-ilmu Al-Qur'an dan Hadis Indonesian Journal on Learning and Advanced Education (IJOLAE)
Chibani Mansouri, Mabrouk
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Religion Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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God’s Attributes in Early Qur’anic Exegesis between Text and Context: A Case Study of Muqātil b. Sulaymān al-Balkhī’s Tafsīr Chibani Mansouri, Mabrouk; Aal-Said‎, Shareefa Bint Salim; Al-hinaei‎, Abdulla Ibn Salim
Jurnal Studi Ilmu-ilmu Al-Qur'an dan Hadis Vol. 27 No. 1 (2026): Januari
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/qh.v27i1.6421

Abstract

This article examines debates over the khabarī (scriptural) divine attributes in early Qur’anic exegesis through a case study of Muqātil b. Sulaymān al-Balkhī (d. 150/767). Framed by the analytical dyad of text and context, it asks how anthropomorphic and corporealist readings emerged in the first/early second century AH and what cultural matrices shaped them. Methodologically, the study combines a historical‑inductive reading of Muqātil’s tafsīr in its primary textual witnesses, a deconstructive analysis of his interpretive system, and a critical analytical comparison of selected motifs—corporeality, istiwāʾ as “sitting,” the throne and its bearers, the kursī, and the Adam creation narrative. The findings suggest that literalist anthropomorphic exegesis crystallized in the multilingual eastern Islamic lands, especially Khurāsān/Central Asia, where local religious traditions and “Eastern” theological imaginaries plausibly informed the reception of Qur’anic descriptions of God; this influence is advanced as a text and context based hypothesis rather than a claim of demonstrable direct borrowing. The article also maps early scholarly critiques that problematized Muqātil’s approach in tafsīr and ḥadīth. By foregrounding intertextuality and acculturation, the study offers a methodological pathway for linking early exegetical discourse to its socio‑cultural environments and reassessing the genealogy of anthropomorphism in formative tafsīr.
Parental Emotional Reinforcement-Demands, and the Intrinsic Motivation of Santri in Qur’anic Memorization: A Study in Indonesian Islamic Boarding Schools Taufikin, Taufikin; Nurhayati, Sri; Majeed, Jahangeer; Afzal, Muhammad; Al-Badawi, Habib; Chibani Mansouri, Mabrouk; Fatma, Gulnaz
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.11193

Abstract

In Indonesia, early Qur'anic memorization is a culturally and spiritually significant practice, particularly within Islamic boarding schools (pesantren). Despite its importance, limited research has examined how parent-child dynamics influence children's motivation in this context. This study investigates the motivational experiences of children aged 6 to 12 engaged in Qur’anic memorization, with particular attention to the role of parental emotional reinforcement, directive expectations, and intrinsic spiritual aspirations. A qualitative, psycho-hermeneutic approach was employed, involving interviews with one kiai, 20 ustaz-ustazah, and 23 santri who had memorized 30 Juz of the Qur’an, complemented by observations of 540 students and analysis of their monthly memorization progress reports. Findings reveal three distinct motivational trajectories: (1) extrinsic motivation through parental emotional reinforcement (e.g., praise, rewards), (2) passive compliance under parental demands, and (3) intrinsic motivation grounded in the child's spiritual calling. While extrinsic motivation often initiates engagement, intrinsic motivation is crucial for sustaining long-term memorization commitment and internalizing religious values.  This study enriches theoretical understanding of motivation in Islamic education by integrating Self-Determination Theory and hermeneutic analysis. It also offers practical implications for parents, educators, and policymakers seeking to foster supportive and autonomy-enhancing environments in pesantren settings. Further research is recommended to explore how sociocultural structures and pesantren pedagogies influence the development of religious motivation among young learners.
Co-Authors Aal-Said‎, Shareefa Bint Salim AFZAL, MUHAMMAD Al-Badawi, Habib Al-hinaei‎, Abdulla Ibn Salim Fatma, Gulnaz Majeed, Jahangeer Sri Nurhayati taufikin, taufikin