Why Learning Arabic? (Maqasid Approach in Formulating Arabic Learning Curriculum)

Authors

  • Ahmad Zaki Annafiri Universitas Ahmad Dahlan, Indonesia

DOI:

https://doi.org/10.30983/huruf.v3i1.6289

Keywords:

Learning Arabic, Maqasid Approach, Arabic Curriculum

Abstract

This study aims to carry out a Maqasid approach to learning Arabic. This study uses a qualitative approach with a descriptive analysis method. Researchers use the book Al Maqasid for Beginners by Jaser 'Audah as a primary source and studies of books, articles, journals, and related scientific works as a secondary source. Researchers will discuss three main aspects of learning Arabic: á¸aruriyyat, ḥajiyyat, and tahsiniyyat aspects. The results of this study: 1) In the á¸aruriyyat aspect, the things that need to be considered are the meaning of the concepts of Al-Ilah, Ar-Rab, Ad-Din, Ar-Rasul, Al-Ibadah, and At-Taqwa, then proceed to the related understanding haá¸arah, thaqafah, umran, and tamaddun as part of Islamic civilization, 2) in the ḥajiyyat aspect, two main points need to be considered, namely the sense of the moment and social media as a weapon. These two points result from ‘hajah’ or the need for students as objects of education in the context of current developments, 3) the tahsiniyyat aspect of the purpose of learning Arabic can be implemented in learning Arabic in the interest of getting benefits, both material and political benefits. By exploring and interpreting these three aspects of the maqasid perspective, students can understand their purpose for studying Arabic properly.تهد٠هذه الدراسة إلى تنÙيذ منهج مقاصد لتعلم اللغة العربية. تستخدم هذه الدراسة المنهج النوعي مع طريقة التحليل الوصÙÙŠ. يستخدم الباحثون كتاب المقاصد للمبتدئين لجاسر عودة كمصدر أساسي ودراسات الكتب والمقالات والمجلات والأعمال العلمية ذات الصلة كمصدر ثانوي. سيناقش الباحثون ثلاثة جوانب رئيسية لتعلم اللغة العربية: جوانب الصرريات والحجيات والتحسينيات. ونتائج هذه الدراسة: 1) من ناحية السريات ØŒ Ùإن الأمور التي يجب مراعاتها هي معنى Ù…Ùاهيم الإله والرب والدين والرسول والعبادة والعبادة. التقوى ØŒ ثم انتقل إلى الÙهم ذي الصلة الحارة ØŒ والثقاÙØ© ØŒ والعمران ØŒ والتمدن كجزء من الحضارة الإسلامية، 2) ÙÙŠ الجانب الحجيات ØŒ هناك نقطتان أساسيتان يجب أخذهما ÙÙŠ الاعتبار ØŒ وهما الشعور باللحظة ووسائل التواصل الاجتماعي كسلاح. هاتان النقطتان ناتجتان عن "الحاجة" أو الحاجة إلى الطلاب كأدوات تعليمية ÙÙŠ سياق التطورات الحالية، 3) يمكن تنÙيذ جانب التحسينيات لغرض تعلم اللغة العربية ÙÙŠ تعلم اللغة العربية من أجل الحصول على الÙوائد ØŒ كلاهما مادتين. والمناÙع السياسية. من خلال استكشا٠وتÙسير هذه الجوانب الثلاثة من منظور المقاصد ØŒ يمكن للطلاب Ùهم الغرض من دراسة اللغة العربية بشكل صحيح.

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Published

2023-07-25

How to Cite

Annafiri, A. Z. (2023). Why Learning Arabic? (Maqasid Approach in Formulating Arabic Learning Curriculum). HuRuf Journal : International Journal of Arabic Applied Linguistic, 3(1), 32–45. https://doi.org/10.30983/huruf.v3i1.6289

Issue

Vol. 3 No. 1 (2023): June 2023

Section

Articles

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