Reorienting the Tafsir Curriculum through Ma'na-cum-Maghza Hermeneutics: A Sustainability-Oriented Blueprint for Islamic Teacher Education
DOI:
https://doi.org/10.21154/aicied.v4i.1759Kata Kunci:
Digital Pedagogy, Ethical Innovation, Hermeneutika Ma’na-cum-Maghza, SDGs, Teacher DevelopmentAbstrak
Islamic teacher development institutions (LPTKs) face substantial challenges in preparing professional educators who are adaptive to global sustainability issues. Traditional Quranic exegesis (Tafsir) courses within the Tarbiyah curriculum frequently lean toward textually atomistic and past-oriented approaches, causing a pedagogical gap in addressing contemporary crises. This study aims to formulate a structural reorientation of the Tafsir curriculum for Islamic education teachers by deploying contemporary hermeneutical framework. This conceptual qualitative study utilizes the Ma’na-cum-Maghza (meaning and significance) hermeneutical approach to reconstruct cosmological and social verses of the Quran, aligned with Qualitative Content Analysis to re-engineer the curriculum structure. The study reveals that extracting the contemporary significance (maghza) of Quranic verses provides a robust epistemological foundation for global sustainability. This paper offers a transformative blueprint for the Tafsir curriculum driven by ethical innovation, digital pedagogy, and global justice. The shifting paradigm from past-meaning to future-significance ensures that prospective Islamic teachers possess high ecological and social literacy, crucial for achieving Sustainable Development Goals (SDGs) Target 4.7.
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Hak Cipta (c) 2026 Mohammad Nabiel, Alfet Robi’ Nur Muhammad, Syaifudin, Fajar Maulana
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