Journal of Islamic Scriptures in Non-Arabic Societies

Tabayyun sebagai Prinsip Epistemik dalam Ekologi Pembelajaran Manusia–AI di Madrasah Era Generative AI

2026-10-17T20:02:43+07:00

Generative artificial intelligence (GenAI) is expanding students’ access to explanations, exercises, and answers, while reshaping learning relationships among students, teachers, peers, knowledge sources, and technology. This study examines how students in an advanced class at MAN Demak use and interpret AI chatbots, how these tools reconfigure learning relationships, and how the Qur’anic principle of tabayyun in Qur’an 49:6 can inform a responsible human–AI learning ecology. Using a qualitative case-study design, data were collected through semi-structured interviews with seven Grade XII students and one information-technology teacher selected purposively. The interviews were conducted on 29 August 2025 and analyzed thematically. Four patterns emerged: AI provides fast, on-demand learning assistance; rapid access to outputs does not necessarily produce deep understanding; teachers and peers retain important but differentiated pedagogical and dialogical roles; and encounters with inaccurate AI outputs can prompt verification. The study interprets tabayyun as a normative principle requiring information to be examined before it is accepted and used, without equating AI systems with the human subject addressed in the verse. It proposes a Qur’anic Human–AI Learning Ecology and the Foundation–Assist–Verify–Dialogue–Reflect (FAVDR) process to support AI-augmented learning while preserving students’ epistemic agency and responsibility.

Konstruksi Argumentasi Hukum Poligami dalam Tafsir Jawa Pegon: Penafsiran KH. Misbah Mustofa atas QS. an-Nisā’ [4]: 3

2026-10-22T20:00:45+07:00

This article examines the construction of legal arguments concerning polygamy in KH. Misbah Mustafa’s Tafsīr al-Iklīl fī Maʿānī al-Tanzīl, focusing on his interpretation of Q. 4:3 (Sūrat al-Nisāʾ). The study employs a qualitative library-based research method, analyzing the makna gandul (interlinear translation), the translation, and the keterangan (explanatory commentary), while comparing Misbah’s arguments with those found in several classical works of Qur’anic exegesis and Islamic jurisprudence. Stephen Toulmin’s model of argumentation is used to identify legal claims, supporting evidence, and the inferential relationships underlying the legal rulings presented by the exegete. The findings show that Misbah explains the permissibility of polygamy by establishing a maximum limit of four wives and requiring justice, supported by a hadith concerning al-Ḥāris ibn Qays and statements affirming scholarly consensus. In his interpretation of the phrase allā taʿūlū, the Javanese expression ojo nganti podo lacut illustrates the use of local vocabulary to convey the verse’s message. The discussion of orphans provides a context for understanding guardianship, property, and injustice in marriage, although the criteria for justice are not systematically elaborated. The analysis also identifies an argumentative issue concerning violations of a condition prohibiting polygamy: Misbah stipulates the obligation to pay half of the dower (mahr), but the inferential relationship between the invalidity of the condition and the determination of the amount of the dower is not explained in detail. This study demonstrates that the legal arguments in al-Iklīl integrate linguistic explanations, Qur’anic context, hadith, and references to Islamic jurisprudence, while varying in the degree of detail provided in substantiating the legal basis for each issue

Isyarat Nonverbal dalam Praktik Literasi dan Koreksi Bacaan Al-Qur'an Metode An-Nahdliyah: Studi Kasus di TPQ Al-Huda

2026-10-17T21:52:43+07:00

Qur'anic learning in non-Arabic-speaking Muslim communities requires learners to master Arabic pronunciation and vowel length. This study examines how Qur'anic reading is taught with the An-Nahdliyah method at TPQ Al-Huda Seputih Raman, Indonesia, focusing on beats used as a reading rhythm and as a corrective cue. Using a qualitative single-case design, data were collected through classroom observations and interviews with teachers and students, and analysed thematically through the lens of literacy as a social practice and the concept of learner uptake. Learning proceeds through teacher modelling, collective imitation guided by beats, individual recitation, repetition, and copying from the board. The teacher strikes the whiteboard with a stick in classical sessions and taps the desk during individual recitation. Beats at a regular tempo guide long and short vowels, while three to four fast beats without a pause signal a reading to be repeated. Correction is staged, moving from signals ("hemz", "hayo ulangi") to learner self-repair and, when errors persist, to the teacher's oral model. The beats thus serve two functions: a reading rhythm that follows the design of the method and a corrective cue, distinguished by tempo. As a single-case study that does not measure students' reading ability, it offers a contextual account and cannot be used to assess the method's effectiveness or to generalise.