<![CDATA[There is something troubling when a book once regarded as the greatest miracle in human history is now treated by some of its own adherents as little more than routine recitation devoid of lasting impact. This article emerges from that unease: contemporary Qur’anic education, which should activate the Qur’an’s function as guidance and healing, has instead narrowed into a mechanistic-vocational orientation confined to memorization quotas and recitation accuracy, without progressing toward contemplative reflection (tadabbur) and practical application. Using a library research method, this article traces how the generation of Companions and their successors (Tabi’in) engaged with the Qur’an as a reference point for reconstructing a more transformative educational model. Findings indicate that early Islamic generations developed a mutually reinforcing three-layer pedagogy: textual preservation, meaning-based reflection, and value actualization in lived experience. This article proposes a reconstructed Qur’anic education curriculum that integrates all three layers progressively, with faith formation as a prerequisite preceding textual instruction a sequence practiced by the Companions yet frequently overlooked in modern curricular design.]]>
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