Tracing Educational Concepts in the Qur’an: A Semantic Meaning Approach to Holistic Learning

Kamridah Kamridah; Maftuha  Husnaeni; Susy Deliany

doi:10.31849/ba279616

Authors

Kamridah Kamridah Universitas Islam Negeri Datokarama, Palu, Indonesia
Maftuha Husnaeni Universitas Islam Negeri Datokarama, Palu, Indonesia
Susy Deliany Universitas Alwashliyah, Medan, Indonesia

DOI:

https://doi.org/10.31849/ba279616

Keywords:

Concept of education, Holistic learning, Humanistic education, Qur’anic education, Semantic analysis

Abstract

In an era shaped by fragmented educational ideals and ethical uncertainty, the pursuit of integrative learning models has become increasingly critical. Although the Qur'an is widely regarded as a source of moral and intellectual guidance, its semantic construction of educational concepts remains largely unexplored within contemporary holistic education discourse. This study addresses that gap by applying Izutsu’s semantic analysis to examine how the Qur’an presents a comprehensive vision of education that integrates intellectual, spiritual, moral, and social dimensions. Employing a case study approach within an interpretive paradigm, the research systematically identifies and analyzes six key educational terms drawn from the Qur'anic text. These terms are tarbiyah (nurturing growth), ta’lim (teaching and imparting knowledge), ta’aruf (mutual recognition and understanding), tazkiyah (purification and self-enhancement), ta’dib (discipline and character refinement), and ta’alluq (connection and meaningful attachment). Through meticulous semantic tracing and cross-validation with classical exegetical sources, the study reveals how these terms form an interconnected conceptual network reflecting the Qur’an's holistic perspective on human development. The findings suggest that this educational framework emerged as a response to pre-Islamic social inequalities, the limited accessibility of knowledge, and the need for education to drive personal and societal transformation. By integrating Islamic educational philosophy with humanistic and posthumanistic theories, the study contributes a culturally grounded yet globally relevant model of education. Its implications extend to curriculum design, teacher preparation, and policy reform, affirming the Qur’anic vision of education as a transformative process that cultivates ethical, inclusive, and ecologically conscious individuals equipped for the complexities of modern life.

Author Biographies

Kamridah Kamridah, Universitas Islam Negeri Datokarama, Palu, Indonesia

Kamridah is a faculty member at Universitas Islam Negeri (UIN) Datokarama, Palu, Indonesia. Her research interests include Islamic education, moral development, and the contextualization of religious teachings in modern educational frameworks. She is committed to advancing scholarly discourse on character education rooted in Islamic principles.
Maftuha Husnaeni , Universitas Islam Negeri Datokarama, Palu, Indonesia

Maftuha Husnaeni is a senior lecturer at Universitas Islam Negeri (UIN) Datokarama, Palu, Indonesia. Her academic interests focus on Islamic education, Qur’anic studies, and interdisciplinary approaches to religious pedagogy. She has been actively involved in research and publication efforts exploring the integration of Islamic values in contemporary educational practices.
Susy Deliany, Universitas Alwashliyah, Medan, Indonesia

Dr. Susy Deliani, M.Hum. is a Senior Lecturer in the Department of Indonesian Language Education at Universitas Muslim Nusantara Al Washliyah (UNIVA), Medan, Indonesia. She holds a Ph.D. in Linguistics, with research interests in applied linguistics, particularly sociolinguistics, discourse analysis, and language teaching. Her scholarly contributions include studies on pronoun usage in academic writing, acronym formation in media, and the development of terminology-based instructional materials for Indonesian language learners.

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