Tafahhum al-Qur’an as the Core of the PAI Curriculum: Reconstructing the Learning Paradigm Textual Towards Consciousness Transformation
Reconstructing the Learning Paradigm Textual Towards Consciousness Transformation
DOI:
https://doi.org/10.70062/incoils.v5i1.475Keywords:
Taffahum, Paradigm PAI, Magna cum Maghza, Qur’anic curriculumAbstract
The prevailing learning paradigm of Islamic Religious Education (PAI) has largely been textually oriented regarding knowledge transfer, failing to sufficiently address the transformation of students' consciousness. This study aims to reconstruct the PAI learning paradigm from a textual orientation to one of consciousness transformation through the Tafahhum al-Qur’an approach, based on Sahiron Syamsuddin's Magna cum Maghza theory. This research employs a descriptive qualitative method utilizing library research and a contextual interpretation of five primary verses: QS. An-Nisā’ [4]: 82; QS. Al-Baqarah [2]: 164; QS. Al-Ḥujurāt [49]: 13; QS. At-Tawbah [9]: 122; and QS. Al-A‘rāf [7]: 179. The results indicate that the concept of tafahhum yields five dimensions of learning transformation: revelation, nature, social aspects, religious law, and the integration of heart and intellect. These five dimensions, referred to as Magna, generate Maghza manifested as tadabbur (reflection), tafaqqur (contemplation), tazkiyah (purification), and tanfidh (implementation). This leads to three major shifts: an integrative, reflective, and ta’dībiyyah (character-building) paradigm. Through this approach, PAI instruction is no longer merely about the textual transmission of knowledge but becomes a pivotal means for forming reflective, moral, and humanitarian consciousness.References
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