Exploring Pedagogic Implication of the Qur’anic Stories

Suparjo*

*) Suparjo is a Lecturer of Islamic Pedagogy at Purwokerto State College for Islamic Studies, Central Java, Indonesia.

Abstract: Tulisan ini secara spesifik bermaksud mengeksplorasi bentuk-bentuk cerita dalam al-Qur’an dan makna pedagogisnya. Kajian ini penting karena hingga sekarang ini para pemikir muslim saling silang pendapat tentang hakikat dari cerita-cerita yang tertulis di dalam al-Qur’an. Pokok pangkal perbedaan mereka sebenarnya sangat terkait dengan pandangannya tentang kedudukan al-Qur’an dalam sistem epistemologi Islam. Mereka yang memandang al-Qur’an sebagai kitab suci dan sekaligus kitab sains akan menganggap cerita-cerita di dalam al-Qur’an sebagai sejarah atau kisah nyata.
Sebaliknya, mereka yang menganggap al-Qur’an sekadar kitab suci dan bukan kitab sains maka akan menganggap ceritacerita tersebut sebagai ekspresi simbolis untuk mengajarkan nilai-nilai moral dan kehidupan. Hanya saja, semua pemikir muslim menganggap cerita-cerita tersebut benar-benar bagian otentik dari al-Quran dan mempunyai relevansi makna sepanjang masa seiring dengan perkembangan kemampuan manusia untuk menerjemahkannya dalam keragaman budaya dan peradaban. Bahkan secara pedagogis, mereka mengakui bahwa menyampaikan nilai-nilai-nilai moral dan kehidupan melalui cerita dengan ekspresi yang sastrawi merupakan metode yang sangat efektif.

Keywords: the qur’anic stories, esthetic expression, contextual meaning, impressive impact, and moral values.

Introduction
The Qur’an expresses its ideas esthetically within all its verses and chapters. Therefore, it can be regarded as a book of information as well as esthetic expression along with its powerful diction and impressive notion. This was merely a counter balance to Arabian people who exalted poem and letters though all Muslims believe that its essential meaning will never lose. Principally, the Qur’an was not only functioned to build leadership and prophesy supreme of Muhammad1 but it is also functioned as a universal guidance for human beings which is not limited by time and culture.

In this case, Muslims contradict one another in determining some of the qur’anic stories as whether myth or history. Those who regard them as historical reports try to prove their scientific evidences, whereas others who just regard them as mythical narration try to elaborate their implication for human life. Only do both actually try to keep their relevant and contextual meaning for people in entire history. Thus, to regard them as either history or myth will not decrease their important role for developing ideal values gratifying human sense and reason.2

To synchronize those two controversial views, therefore, it is better to elaborate their contextual and essential meanings than their textual ones.3 For instance, the contextual and essential meaning of the story of Adam and Eve, Cain and Abel, Noah and the flood, Abraham and Namruz’s fire, Moses and Pharaoh’s magic, and other similar stories are more important than their textual meaning.4 In such away, even though each Muslim scholar has its own view in regarding those stories, each understands that they have contextual and essential meanings. Principally, all Muslim scholars seem to understand that the qur’anic stories have significant meaning for human life and sustainable nature.

Read more: 11-Exploring Pedagogic Implication – suparjo

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