Integrasi elemen al-tazkiyah dalam pendidikan: implimentasi Muhammad Diraz menerusi al-naba’ al-‘azim
The integration of al-tazkiyah in education: insights from Muhammad Draz's al-naba' al-'azim
DOI:
https://doi.org/10.53840/attarbawiy.v10i1.278Keywords:
Al-Tazkiyah, Model Integrasi, Al-Naba’ al-‘AzimAbstract
Abstrak
Al-Naba’ al-‘Azim adalah salah satu karya monumental yang telah ditulis oleh Muhammad Diraz (1894-1957M), seorang sarjana al-Quran berwibawa dari al-Azhar. Karya ini telah dimanfaatkan sebagai bahan pengajaran dalam subjek Tafsir menerusi kuliah-kuliah beliau di institusi tinggi tersebut. Oleh kerana pendidikan Islam seperti yang dijelaskan dalam al-Quran haruslah berasaskan kepada tiga tunjang utama iaitu al-tilawah, al-tazkiyah dan al-ta’lim, dan didapati Diraz turut menekan aspek al-tazkiyah, maka artikel ini berusaha untuk mengenal pasti bagaimanakah beliau memiplementasikannya dalam pendekatan pengajarannya. Penelitian ini dilaksanakan secara kualitatif dengan menggunakan kaedah induktif dan deduktif bagi mengenal pasti pendekatan yang digunakan. Menerusi penelitian, didapati Diraz telah melakukan integrasi elemen al-tazkiyah dalam dua pendekatan iaitu menyatakan dengan jelas matlamat al-tazkiyah dalam penulisan dan yang kedua, menggabung jalin topik-topik perbahasan bersandarkan kepada objetif al-tazkiyah.
Abstract
Al-Naba’ al-‘Azim is one of the monumental works authored by Muhammad Abdullah Draz, a distinguished Qur’anic scholar from Al-Azhar. This work was employed as a teaching resource in Tafsir courses through his lectures at the institution. Since Islamic education, as outlined in the Qur’an, is founded upon three principal pillars: al-tilawah (recitation), al-tazkiyah (spiritual purification) and al-ta‘lim (instruction, and given that Draz placed considerable emphasis on the dimension of al-tazkiyah, this article seeks to examine how he implemented this element within his pedagogical approach. The study adopts a qualitative design and employs both inductive and deductive methods to identify the approaches utilised by Draz. The findings reveal that Draz integrated al-tazkiyah into his educational framework through two main approaches: first, by explicitly articulating the objectives of al-tazkiyah in his writings; and second, by interrelating and structuring discussion topics in accordance with the objectives of al-tazkiyah. These findings highlight the central role of spiritual purification in Draz’s educational thought and demonstrate its integration within Qur’anic teaching and learning.
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