《古兰经》的先知教育价值

Addin Pub Date : 2021-12-01 DOI:10.21043/addin.v15i2.14480
Zumrodi Zumrodi
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引用次数: 0

摘要

《古兰经》是启示给先知穆罕默德的最后一本书,它包含了规范人类生活各个方面的指导。《古兰经》不仅规定了后世的事务或仪式崇拜,而且还规定了世界事务或社会崇拜。《古兰经》所关注的最重要的问题之一是教育问题。本研究旨在探讨《苏拉特·阿拉克》中包含的教育预言的五个组成部分。这种类型的研究是使用描述性定性方法的图书馆研究。所使用的分析是内容分析,即通过分析文本的内容,这些文本是研究数据。而数据源包括主数据源和辅助数据源。主要数据来源是Wahbah az-Zuhaili对al-Munir的解释和Quraish Shihab对al-Mishbah的解释。而二手资料则包括与研究相关的各种解释书籍、期刊和其他书籍。至于研究结果,认为《古兰经》中所包含的教育的组成部分:首先,安拉是一个教育者。第二,先知穆罕默德还是学生的时候。第三,教育材料不是分型的。第四,教育的方法有习惯化和重复。第五,教育传媒具有非常重要的意义。在《阿拉克章》中,它被称为“al- qalam”或书写工具。关键字:al -犯Alaq。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Prophetic Education Values on Surah al-’Alaq
The Qur’an, the last book that was revealed to the Prophet Muhammad, contains instructions that regulate all aspects of human life. The Qur’an not only regulates the affairs of the hereafter or ritual worship, but the Qur’an also regulates world affairs or social worship. One of the most important matters that the Qur’an pays attention to is the issue of education. This study aims to explore the five components of prophetic in education contained in Surat al-’Alaq. This type of research is library research using descriptive qualitative methods. The analysis used is content analysis, namely by analyzing the contents of the texts which are research data. While the data sources include primary data sources and secondary data sources. The primary data sources are the interpretation of al-Munir by Wahbah az-Zuhaili and the interpretation of al-Mishbah by Quraish Shihab. While the secondary data includes various books of interpretation, journals and other books that are relevant to the research. As for the findings, that the components of education contained in the Surah al-’Alaq: First, Allah SWT as an educator. Second, Prophet Muhammad SAW as a student. Third, educational materials that are not dechotomous. Fourth, the method of education with habituation and repetition. Fifth, educational media has a very important meaning. In Surah al-’Alaq it is called “ al-Qalam ” or writing tools. Keyword: al-’Alaq.
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