Book Of Qur Research Articles

Dilalah Ahwal al-Jumlah fi Surah al-Nisa’

The researcher chose Surat al-Nisa in an effort to highlight the semantic aspects in this surah, especially in the topic of news and creation. Its topics, as the researcher derives from whatever he wants, the researcher stopped in this research on a huge number of sources that help the seeker of knowledge to accomplish his research work, especially interpretations, books of Qur’an sciences, and books on the science of meanings, and we must point out that the interpretation of liberation and enlightenment had the upper hand in accomplishing this search. After completing this enjoyable work in which we toured the breadth of the blessed Surat An-Nisa, we concluded that Surat An-Nisa is one of the surahs that can be a fertile field for various types of semantic and interpretive studies due to the various topics it contains, especially inheritance, the rulings on what is permissible and forbidden, and acts of worship. The researcher found that in front of him is a rich sea of Wherever he wants

Isti’a>bu al-mufrada>t al-Arabiyah abra kita>bi Turjuma>nu al-qur’an fi al-Madrasah al-Furqa>n wustha Jember

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 ???? ???????? ????? ?? ????? ?????? ??????? ???? ?????? ????? ??????? ???????? ??????? ?? ?????? ?? ???????? ???? ?? ?? ??????. ??? ???? ??????? ????????? ??????? ???????? ??????? ?? ??????? ???????? ?????? ??????? ???? ?? ??????? ???? ?????? ?????? ???? ????? ?? ?????? ?????? ?? ?????? ??????? ?????? ?????? ?????????. ???? ????? ??? ?????????. ??? ??? ?????? ?????? ????? ?? ??????? ???????? ??????? ????????? ???? ?????? ???????. ???? ??? ????? 1) ?????? ????? ??? ???????? ??????? ?? ???? ???? ?????? ?????? ??????? ???????? ?????? ??????? ???? 2) ?????? ????? ????? ??? ???????? ??????? ?? ???? ???? ?????? ?????? ?? ??????? ???????? ?????? ??????? ????. ???? ???? ????? ???? ??????? ??????? ??? ?????? ?????? ?? ??? ????? ???????? ?????? ??? ???????? ????????? ?? ????? ????????? ????????? ????????? ???????. ???? ??????? ???? ???? ????? ??????? ???:1) ??? ????? ????? ??? ???????? ??????? ?? ???? ???? ?????? ?????? ????? ??? ????? ???? ?"???" ??? ????? ?? ?????? ??????? ?????? ???????? ?? ??????? ???????? ?????? ??????? ??? ?? ????? ?????? ???? ????? ?? ??? ??????? ????????? ??? ???: ???????? ???????? ???????? ?????? ??????? ???? ??????? ?????????/???????? ???????? ???????? ??????? ????? ????? ???????? ?????? ???????? ??????? ?? ????? ?????? ??????. 2) ??? ??????? ???? ??????? ?????? ??? ??? ???????? ??????? ??? ????? ?????? ????? ????? ???????? ??????. ??? ??? ??? ????? ??? ??? ?????? ??? ??? ?????? ??? ???? ??? ?????? ??? ????? ???????? ??? ????? ?????? ??? ?????? ????? ??? ???????.
 ABSTRACT
 Vocabulary was an important component of the language as it contained on it the meanings and use of words in the language from the speaker himself or the writer. One of the methods used to teach Arabic vocabulary in the public middle school Al-Furqan Jambar is to use the book “Tarjoman of the Qur’an, meaning a phrase about the course used in the recitation and memorization program of the Qur’an for the applicants. According to the curriculum of my mother in Surabaya. From this book, everything benefits from understanding the Arabic vocabulary used to understand the Qur’an and its meanings. This research aims 1) to know the process of memorizing Arabic vocabulary through the book “Tarjoman of the Qur’an” Public Intermediate School Al-Furqan Jumper 2) To find out the problem of teaching Arabic vocabulary memorization through the book of Qur’an translators in the public middle school Al Furqan Jumper. As for the research approach that the researcher used, it is the qualitative entrance with the type of field research, and the method of data collection used is the documentary method, the observation and the personal interview. As for the results obtained by the researcher, they are: 1) The process of teaching Arabic vocabulary memorization through the Qur'an translator book depends on a method called “Umayy”, which is the course curriculum used in the public middle school Al Furqan, where the step consisting of seven steps was applied The educational process is as follows: opening and perception by coherence, consolidating the concept, understanding the concept, practice / skills, evaluation and seals. To facilitate the process of memorizing vocabulary for students, tones were used in teaching the Qur’an translators. 2) One of the problems that students face when memorizing Arabic vocabulary is that they do not carry Arabic while teaching the Quran. In addition, when the holiday came, the students' memorization worsened and he was unable to repeat it until the teacher needed to give them the opportunity to repeat memorization as much as the week.

Ist?’?bu al-mufrad?t al-Arab?yah abra kit?bi Turjum?nu al-Qur’?n f? al-Madrasah al-Furq?n al-wusth? Jember

???? ????? ???? ???????? ????? ?? ????? ?????? ??????? ???? ?????? ????? ??????? ???????? ??????? ?? ?????? ?? ???????? ???? ?? ?? ??????. ??? ???? ??????? ????????? ??????? ???????? ??????? ?? ??????? ???????? ?????? ??????? ???? ?? ??????? ???? ?????? ?????? ???? ????? ?? ?????? ?????? ?? ?????? ??????? ?????? ?????? ?????????. ??? ??? ?????? ?????? ????? ?? ??????? ???????? ??????? ????????? ???? ?????? ???????. ???? ??? ????? 1) ?????? ????? ??? ???????? ??????? ?? ???? ???? ?????? ?????? ??????? ???????? ?????? ??????? ???? 2) ?????? ????? ????? ??? ???????? ??????? ?? ???? ???? ?????? ?????? ?? ??????? ???????? ?????? ??????? ????. ???? ???? ????? ???? ??????? ??????? ??? ?????? ?????? ?? ??? ????? ???????? ?????? ??? ???????? ????????? ?? ????? ????????? ????????? ????????? ???????. ???? ??????? ???? ???? ????? ??????? ???:1) ??? ????? ????? ??? ???????? ??????? ?? ???? ???? ?????? ?????? ????? ??? ????? ???? ?"???" ??? ????? ?? ?????? ??????? ?????? ???????? ?? ??????? ???????? ?????? ??????? ??? ?? ????? ?????? ???? ????? ?? ??? ??????? ????????? ??? ???: ???????? ???????? ???????? ?????? ??????? ???? ??????? ?????????/???????? ???????? ???????? ??????? ????? ????? ???????? ?????? ???????? ??????? ?? ????? ?????? ??????. 2) ??? ??????? ???? ??????? ?????? ??? ??? ???????? ??????? ??? ????? ?????? ????? ????? ???????? ??????. ??? ??? ??? ????? ??? ??? ?????? ??? ??? ?????? ??? ???? ??? ?????? ??? ????? ???????? ??? ????? ?????? ??? ?????? ????? ??? ???????. ???? ??? ????? ??????? ??????? ?? ????? ???? ?? ??? ???? ??????? ??????? ?? ??????. ABSTRACT Vocabulary was an important component of the language as it contained on it the meanings and use of words in the language from the speaker himself or the writer. One of the methods used to teach Arabic vocabulary in the public middle school Al-Furqan Jambar is to use the book “Tarjoman of the Qur’an, meaning a phrase about the course used in the recitation and memorization program of the Qur’an for the applicants. According to the curriculum of my mother in Surabaya. From this book, everything benefits from understanding the Arabic vocabulary used to understand the Qur’an and its meanings. This research aims 1) to know the process of memorizing Arabic vocabulary through the book “Tarjoman of the Qur’an” Public Intermediate School Al-Furqan Jumper 2) To find out the problem of teaching Arabic vocabulary memorization through the book of Qur’an translators in the public middle school Al Furqan Jumper. As for the research approach that the researcher used, it is the qualitative entrance with the type of field research, and the method of data collection used is the documentary method, the observation and the personal interview. As for the results obtained by the researcher, they are: 1) The process of teaching Arabic vocabulary memorization through the Qur'an translator book depends on a method called “Umayy”, which is the course curriculum used in the public middle school Al Furqan, where the step consisting of seven steps was applied The educational process is as follows: opening and perception by coherence, consolidating the concept, understanding the concept, practice / skills, evaluation and seals. To facilitate the process of memorizing vocabulary for students, tones were used in teaching the Qur’an translators. 2) One of the problems that students face when memorizing Arabic vocabulary is that they do not carry Arabic while teaching the Quran. In addition, when the holiday came, the students' memorization worsened and he was unable to repeat it until the teacher needed to give them the opportunity to repeat memorization as much as the week.

Analysis of the Recipients of Zakat and the Current Situation

The second most important pillar of Islam after prayers is Zakat. In the Qur'an, the command of obligatory prayers and zakat has been mentioned together in (82) places. Zakat is the backbone of the Islamic economic system. The philosophy behind the ruling on the payment of Zakat is that the Islamic government should provide the whole society with such an economic system, way of life and social structure in which the needs of the needy people of the society can be met. Islam has made it the duty of every rich Muslim to withdraw one and a half per cent of his accumulated wealth on an annual basis and deposit it collectively in the government treasury. Government has to spend the money of Zakat on meeting the needs of the poor, needy and impoverished people of the society. This is only the right of those deserving whose details have been explicitly stated in the books of Qur'an, Hadith and Fiqh. Zakat is the right of human beings, on the one hand, and on the other hand, it is also the right of Allah. Due to its non-payment, on the one hand, the right of human beings is denied and on the other hand, the right of Allah Almighty is denied. Therefore, it is very important to deliver the amount of Zakat to its rightful owners. The Qur'an mentions eight uses of zakat. It is an important issue in the present times to bring Zakat to its actual recipients. This article examines the recipients of Zakat and the current situation and how these recipients can be made appropriate in a proper manner.

MENARASIKAN KISAH-KISAH AL-QUR’AN DALAM RUANG HISTORIS

The logical consequence of the revelation pattern which was talked in the books of Qur’anic studies is that revelation (in this case al-Qur’an) seeks dialogue with the social-political dynamic of the Arab community. This thesis requires an understanding of the Qur’an depart from historical study of the verse where spesifically time and place of the verse was revealed. This model of interpretation has been aplied by Muslim scholars to a number of verses for getting a holistic meaning, but still not in the verses of the story. The accentuation of Muslim scholar interpretation tends to jump over one stage then give moral legitimation. By that, Karel Streenbrink initiated the importance of historical analysis/historical explanation of the Qur’anic naratives. This study will discuss the patterns of interpretation and aplication of the theory of Karel Streenbrink in Jesus Verse of the Qur’an. Steenbrink’s explanation to the story of the Qur’an, specially the story of Isa in the Qur’an, indicates the compatibility between the central theme of the story and the situation of da’wah Muhammad. Therefore the interpretation of the verses of the stories must be placed in a historical framework to see the social-psychological impact of the Qur’anic stories on Muhammad and his ummah.

FIIL MAZID DI DALAM AL QUR’AN (STUDI MORFOLOGI BAHASA ARAB TERHADAP QUR’AN SURAT YASIN)

language is something that is very important in life because without the language of communication will not occur. Language has a unique arrangement in each region. And the most interesting part of any language Arabic is written in the Qur'an because the book of Qur'an is a Book given by God to the Prophet Muhammad. other than that Qur'an is a miracle possessed by the prophet Muhammad. From here we as human beings are given intellect by God obligatory to study scripture. And the object of study This is the letter Yasin al-qur’an, while the focus of research is the scientific study of morphological / sharf namely in verb mazid in this letter. This study findings that in the letter contained Yasin Nineteen words that have a shape verb mazid

Bukhārī’s Kitāb Tafsīr al-Qurʾān

The celebrated Sahih of al-Bukhari (d. 256/870) includes a long book of qur’anic commentary. It is unusual in the Sahih as a whole in relying heavily on reports from Companions: 72 percent of all the unique reports given full isnads in the book, as opposed to only about 9 percent of all reports in the whole Sahih. It is also unusual in the density of comment from later authorities (without isnads) and in the number of comments from Bukhari himself. Bukhari accepts without demur that the Qur’an includes loan words. In comparison with other commentaries on the Qur’an such as those of ’Abd al-Razzaq before him and al-Tabari and Ibn Abi Hatim after, Bukhari’s evidently plays down disagreement over the interpretation of words, legal applications, and textual variants. In comparison with the commentaries of al-Tirmidhi and al-Nasa’i, Bukhari’s includes very many comments from philologists. Bukhari’s commentary is valuable for making out the larger history of Qur’an commentary inasmuch as it testifies to the development of genre expectations in the mid-ninth century CE. It shows that the synthesis of hadith and adab approaches was already under way, as well as other developments previously remarked in commentaries of the tenth and eleventh centuries.

METODE PENAFSIRAN AL-QURAN: Pengenalan Dasar Penafsiran al-Qur`an

As Muslim we have an obligatory to have good enoughunderstanding about the Holy Qur’an. As one ways for Muslims to getgood enough understanding and practing the essential message ofQur’an, some of the Islamic scholar published some books ofQur’anic interpretation (Tafsir). Even actually all of Muslim hasgiven good enough freedom to utilize their mind to interprete the HolyQur’an, but there were some limitations from the mind. Therefore, allof muslims are reminding to be careful to interpret the Qur’anicverses, through understanding which part of the verses which ispermitted to be interpreted and which is prohibited.Key-words: Pemahaman, Interpretasi, dan pengamalanPendahuluan

Muhammad Al-Amîn Al-Syinqithy (W. 1393 H/ 1973 M) dan Karya Tafsîr Adhwâ’ Al- Bayân Fî Idhâh Al-Qur’ân Bî Al-Qur’ân

The study of Qur’anic interpretation has never been dry since the classical era to the contemporary age right now. During its development, it had been able to bring and raised many figures and their monumental works. One of them who is brilliant is al-'Allama Muhammad al-Amin al-Syinqithy, with his book Adhwâ’ al-Bayân. This book of Qur’anic interpretation has been a critical spotlaght in the modern Muslim scholar. Through the book, alSyinqithy seek to understand the Qur'an by special character according to his personality and basic ability of the Qur’anic Interpretation. One of the discussion which is often be held among thinkers is the interpretation of one verse with another verse (Tasir al-Qur'an bi al-Quran). It is based on examples of the interpretation done by him in various verses of the Qur'an. The style of interpretation Fiqhi is also quite obvious in it. Simply i said, this book is very descent to be served as one of the intellectual wealth of Islam in the realm of Qur’anic interpretation study.

Weak and False Hadits in Learning Book of Qur’an and Hadits at Islamic Schools

<p><em>Th</em><em>e research goals are to answer some questions related to the materials and the quality of hadits which are taught in Madrasah Ibtidaiyah (Islamic Elementary School) and Madrasah Tsanawiyah (Islamic Junior high School). The text book of Quran and Hadits both schools are based on the curriculum 1988, it refers to the regulation of Ministry of Religious Affairs no 2/2008. The subject of Quran and Hadits is part of the subject of Religious Education in Madrasah Ibtidaiyah and Madrash Tsanawiyah, and the purpose is to enable students to understand Quran and Hadist as the sources of Islamic teaching. The subject of hadits is the hadits which really refer to Prophet Muhammad with the valid (shahih) chain of hadits narators. There are nine textbooks of Quran and Hadits that are learned depending on the numbers of class. There are 31 hadits as main materials to be discussed and other hadits as supporting materials. The data (hadits) is analyzed using criticts of hadits. The finding of the research reveals that not all materials of hadits taught in madrasah are valid (sahih), some hadits are very poor (weak), and its authenticity is doubtful and even some hadits are false (not authentic).</em></p>

حامكا وجهوده فى تفسير القرآن الكريم بإندونيسيا فى كتابه الأزهر

A great Indonesian scholar, Hamka was a politician, novelist, cultural activist and above all religious scholar. His scholarly works cover so many different areas, but he was most well-known as a Qur'anic interpreter. His al-Azhar, a book of Qur'anic interpretation has won him both fame and respect up to this time in Indonesia and abroad. This paper is particularly interested in exploring the content of this book and in discussing the basic ideas underlining it. It is also interested in discussing the method of Hamka in tafsir, fiqh, the general characteristics of the book as well as the epistemological relationship between al-Azhar and especially al-Manar by a great Egyptian scholar, Muhammad `Abduh. The paper particularly argues that Hamka and his thought have exerted a great influence on social, cultural, and intellectual aspect in Indonesia.

Re-Interpretasimenstrual Taboo Dalam Al-Qur'an: Menggagas Fiqih Egalitas-Humanis

This article is intended to re-exanune and offer a new interpretation to the Qur'anic verses dealing with the issues of menstruation. One of the major problems in the Qur'an is the fact that it is the basic maraji' and mashadir (references) for the formulation of Islamic law and advices on religious matters. In many cases people fail to differentiate between the Qur'an and books of Qur'anic interpretation; the Qur'an has been equated with exegesis of the Qur'an. Further, the Muslim scholars who wrote tafsir are mostly male and live in a patriarchal society, accordingly patriarchal values penetrates into their thoughts. Besides this patriarchal bias in the interpretation, the social realities of Muslims have changed too, in a speed pace. Consequently, the formulation of Islamic fiqh should be changed appropriately to address the current issues, including the idea of menstrual taboo by re-interpreting the Qur'an. This article is therefore not only offering a new light to the interpretation of the text which promotes humanitarian and egalitarian values but also identifying the patriarchal biases in the process of interpreting the Qur'an.