Abstract
So far, the interpretation of the Qur'an with an educational approach (tafsīr tarbawī) has not given much attention, even though it is believed that the vital element in the revelation of the Qur'an is education itself. In this article the author attempts to find educational (pedagogical) messages contained in the verses of the Qur'an which discuss the command to prostrate to Adam. This study is important because so far the verses related to this theme have often been associated with theological, Sufistic and political messages (the ideal model of government). While attention to its pedagogical content is still lacking. This study can also be referred to as the thematic interpretation study (tafsīr maudhūi) because the author reviews the content of the verses of the Qur'an based on a particular theme, by following the steps of the thematic method in interpretation. With an educational approach (tarbawī) to the interpretation of these verses, the author finds psychological and ethical messages contained therein. Psychologically, Adam and the Devil as a symbolism of two inherently opposing natures in humans. Therefore, the bad qualities (Satan) must be subordinated to the good qualities (Adam). Meanwhile, ethically, humans can achieve happiness if they are able to subdue the following four bad characters: (1). Being arrogant, (2). Feeling more noble, (3). Kufr against favors and (4). Hasad.
References
Al-‘Iyāsī, M. (n.d.). Tafsīr al-‘Iyāsī. al-Maṭba’ah al-‘Ilmiah.
Al-Aṣfahānī, A.-R. (2009). Mufradāt Alfāḍ al-Qurān,. Dār al-Qalam.
al-Naisābūrī, M. I. ‘Abdullah al-Ḥākim. (1990). al-Mustadrak ‘alā al-Ṣaḥīḥain. Dār al-Kutub al-‘Ilmiah.
Al-Rāzī, A.-F. (1420 H). H. Mafātīḥ al-Gayb, Dār Iḥyā al-Turāth al-‘Arabī.
Āmulī, Ḥaidar al-. (1422 H). Tafsīr al-Muḥīṭ al-A’aḍam wa al-Baḥr al-Khaḍm, Tehran: Muassasah al-ṭibā’ah wa al-Nashr fī Wizārah al-Irshād al-Islāmī.
Fāris, I. (n.d.). Mu’jam Maqāyîs al-Lugah. Dār al-Fikr.
Ghozali, M. A. A. (2021). Moralitas Qur’ani Perspektif Fazlur Rahman. Proceeding of The 1st Conference on Strengthening Islamic Studies in the Digital Era (FICOSIS), 01.
Ḥambal, A. I. (1999). Musnad Aḥmad. In M/ 1420 H. Muassasah al-Risālah.
Kerwanto, K. (2022). Dasar-Dasar Moderasi dalam Epistemologi Pendidikan Islam Perspektif Al-Qur’ano Title. Jurnal Studi Al-Qur’an, 18(1). https://journal.unj.ac.id/unj/index.php/jsq/article/view/22820
Majlisī, M. B. (1983). Biḥar al-Anwār. Dār Iḥyā al-Turāth al-‘Arabī.
Mandhūr, I. (n.d.). Lisān al-’Arab. Dār al-Ma’ārif.
Mudlofir, A. (2011). TAFSIR TARBAWI SEBAGAI PARADIGMA QUR’ANI DALAM REFORMULASI PENDIDIKAN ISLAM. Al-Tahrir, 11(02). https://doi.org/10.21154/al-tahrir.v11i2.35
Muṣtafawī, Ḥasan al-. (n.d.). Al-Taḥqīq fi Kalimāt al-Qurān al-Karīm. Dār al-Kutub al-‘amaliah wa Markaz al-Nashr Turath al-‘Allāmah al-Muṣtafawī.
Ṣadrā, M. (n.d.). Tafsīr al-Qurān al-Karīm. Intishārāt Bīdār.
Salam, A. (n.d.). TAFSIR TARBAWI (Upaya Reinterpretasi Alquran Dalam Perspektif Pendidikan).
Shīrāzī, N. M. (n.d.). al-Amthal fī Tafsīr Kitābillāh al-Munazzil. Manshūrāt Madrasah Al-Imām ‘Alī Ibn Abī Ṭālib.
Suyūṭī, Jalaluddin. al-M. (1400 H). al-Dur al-Manthūr fī Tafsīr al-Mathūr. In 1400 H. Maktabah Ayatullâh al-Mur’isyī an-Najfī.
Syīrāzī, M. (n.d.). al-Amtsal fî Tafsīr Kitābillāh al-Munazzal,. In 1421 H. Mansyūrāt Madrasah al-Imām ‘Alī Ibn Abī Ṭālib.
Ṭabāṭabā’ī, M. Ḥusein al-. (1417 H). al-Mizan fi Tafsir Al-Qur'an. Qum: Muassasah al-Nashr al-Islāmī li Jamā’ah al-Madrasatain fī al-Ḥauzah. 1417 H, VIII.
Zamakhsharī, M. al-. (1407 H). H). al-Kashshāf ‘an Ḫaqāiq Gawāmiḍ al-Tanzīl. Dār al-Kitāb al-‘Arabī.
Zulihafnani. (2021). Interpretasi Perintah Sujud pada Kisah Nabi Adam menurut Para Mufasir. Tafse: Journal of Qur’anic Studies, 06(02). https://jurnal.ar-raniry.ac.id/index.php/tafse/article/view/10185