Volume III: Education and Ecological Literacy

The Integration of Tafsīr al-Balāghī in the Development of Balāghah Science Teaching Materials: An Epistemological and Pedagogical Analysis

  • Rizki Abdurahman STAI Al Hidayah Tasikmalaya, Indonesia
  • Izzuddin Mushtafa UIN Sunan Gunung Djati Bandung, Indonesia
  • Dadan Rusmana UIN Sunan Gunung Djati Bandung, Indonesia
  • Ateng Ruhendi UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Tafsīr al-Balāghī, Balāghah Science, teaching materials, epistemology, pedagogy, Arabic language learning.

Abstract

The study of Balāghah (Arabic rhetoric) has currently tended to be taught in a structural and theoretical manner, often becoming detached from its primary source, namely the Qur’an. This condition has resulted in Balāghah learning being less effective in demonstrating the relationship between linguistic principles and the functions of meaning, aesthetics, and the messages of divine revelation. This study aims to analyze the integration of Tafsīr al-Balāghī in the development of Balāghah science teaching materials from epistemological and pedagogical perspectives. Epistemologically, this study examines the foundations of knowledge that position Tafsīr al-Balāghī as a source for constructing Balāghah concepts oriented toward understanding the meanings of the Qur’an. Pedagogically, this study explores the relevance of this approach in developing contextual, applicable, and learner-centered teaching materials. This research employs a qualitative approach using a library research method. Data were obtained from primary and secondary sources related to Balāghah science, Tafsīr al-Balāghī, theories of teaching material development, and contemporary Arabic language education studies. Data analysis was conducted through content analysis and conceptual analysis techniques to identify the relationship between Balāghah principles, Qur’anic interpretation, and instructional design. The findings reveal that the integration of Tafsīr al-Balāghī into Balāghah teaching materials has a strong epistemological foundation, as it positions the Qur’an as the primary source for developing linguistic, rhetorical, and aesthetic concepts of Arabic. This integration also generates a pedagogical transformation through the presentation of more authentic, contextual, and meaningful learning materials by analyzing Qur’anic verses as practical examples of Balāghah principles. In addition to enhancing students’ conceptual understanding of the aspects of ma‘ānī, bayān, and badī‘, this approach encourages the development of critical, interpretative, and reflective thinking skills in comprehending religious texts. This study concludes that the integration of Tafsīr al-Balāghī represents an innovative model for developing Balāghah science teaching materials, which not only strengthens the scholarly dimension of the discipline but also enhances the effectiveness of Qur’an-based Arabic language learning in higher education.

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