Understanding Arabic in Determining Waqaf and Ibtida’ in Students' Quranic Recitation

Elsa Sepputri; Ghina Syauqina

doi:10.58485/jie.v5i2.733

Authors

Elsa Sepputri STIT YPI Payakumbuh, Indonesia
Ghina Syauqina STIT YPI Payakumbuh, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i2.733

Keywords:

Arabic language, waqaf, ibtida’, quranic recitation, Islamic education, student

Abstract

This study aims to analyze the role of Arabic language understanding in determining waqaf and ibtida’ in students' Quranic recitation. The study employed a qualitative approach with a case study design. The participants consisted of eight fourth-semester students selected purposively based on their ability to apply waqaf and ibtida’. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman model, which involved data reduction, data display, and conclusion drawing. The findings show that students who were able to apply waqaf and ibtida’ accurately demonstrated better understanding of Arabic, particularly in recognizing word boundaries, understanding sentence structure, and identifying semantic relationships within verses. In contrast, students with more limited understanding of Arabic tended to experience difficulties in determining appropriate places for waqaf and ibtida’, including stopping or resuming recitation at inappropriate parts of words. The findings also indicate that fluency in Quranic recitation does not always ensure accurate waqaf and ibtida’, as accuracy in both is associated with an understanding of the linguistic structure underlying the verses. These findings indicate that strengthening Arabic language understanding, particularly with regard to word boundaries, sentence structure, and semantic relationships, is important for supporting accurate waqaf and ibtida’ in Quranic recitation.

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