مطالب

Translating the Quran is an extraordinarily sensitive and challenging task due to its miraculous eloquence, its position within religious texts, and its deep connection to the beliefs of Muslims. Furthermore, the complexity of certain verses and the inconsistency between their superficial translations and the definitive principles of Islam add further difficulty to this process. The second verse of Surah al-Fatḥ is one of these verses, which, due to its connection to the impeccability of the Prophet (PBUH) and the consensus of Muslims on this matter, requires greater attention and examination. The phrase "Mā Taqaddama wa mā Taʼakhkhara" in this verse has traditionally been translated by most Quran translators as referring to the past and the future, suggesting that Allah forgives the Prophet's past and future sins. While the forgiveness of past sins is understandable and reasonable, the forgiveness of future sins appears unacceptable. This study aims to resolve this issue by exploring an accurate and precise translation of this phrase through the theories of commentators and hadiths, employing a descriptive-analytical method.

Dating or arranging the surahs according to their order of revelation has long been considered, at least to the extent of identifying them as Meccan or Medinan. However, it has not received much attention in traditional Tafsir (exegesis). Today, descending (Tanzīlī) exegesis, relying on methods other than the customary reliance on narrations of the order of revelation, has attracted the attention of Quranic researchers to facilitate a better understanding of the Quran. Accordingly, the present study, using a descriptive-analytical method, aims to investigate the date of revelation of Surah al-Qalam, considered the second revealed surah according to narrations of the order of revelation.  This will be done by examining the surah's content and style, comparing it to the stages of Quranic revelation in terms of the arrangement of the Prophet's call, and referencing historical documents and the Prophet's biography (Sīrah). The findings indicated that this surah depicts an atmosphere of a period of revelation that is incompatible with the early period of the Prophet's mission and his cautious call, and its position as the second revealed surah. Therefore, considering the content analysis and stylistic features of the surah, as well as supporting historical evidence regarding the use of various methods by opponents to express their opposition and hostility towards the Prophet, and comparing these with the verses revealed in surahs al-Shuʻarāʼ and al-Aʻrāf onwards, and based on a comparison that shows historical similarities between surah al-Qalam and Surahs Yāsīn, al-Furqān, and al-Isrāʼ, it seems that the approximate date of revelation of this surah is during the second phase of the Prophet's mission, after the cautious call and after surahs al-Anʻām and al-Ṣāffāt, but very close to them

While gamification has been extensively examined as an innovative teaching strategy, its potential to strengthen reading comprehension, critical thinking, and self-directed learning (SDL) in Islamic higher education has not been fully explored. Much of the existing research focuses primarily on its motivational impact, with less attention given to how gamified learning management system (LMS) environments can simultaneously support cognitive and metacognitive development. To address this gap, the present study evaluated the effectiveness of an LMS-based gamified reading comprehension course on undergraduate students’ learning outcomes at STAI Diponegoro Tulungagung, Indonesia. A quasi-experimental design was applied, involving 70 students who were randomly assigned to an experimental group (n = 35) and a control group (n = 35). Data were collected through pretest and posttest on reading comprehension and critical thinking, a structured SDL questionnaire based on Garrison’s (1997) framework (self-management, self-motivation, and self-monitoring), and follow-up interviews with six purposively selected students from the experimental group. Results indicated that students exposed to the gamified LMS course showed significantly higher gains in comprehension, critical thinking, and SDL than those in the control group. Qualitative findings further suggested that gamification fostered continuous engagement and sustained motivation, though certain challenges, including technological constraints and external distractions. Overall, the study underscores the promise of integrating gamification into LMS-based reading courses to support cognitive, affective, and metacognitive advancement in Islamic higher education.

This study employs a descriptive framework to explore the evolution of several suffixes in contemporary Persian. The primary focus is to determine whether these suffixes were recognized as such in ancient Iranian languages or if they functioned as independent morphemes that gradually evolved into grammatical elements. Grammaticalization is examined as the process through which lexical components acquire grammatical roles, or how elements with existing grammatical features become increasingly grammaticalized. A critical question arises regarding independent morphemes that have transitioned into suffixes: Have they entirely lost their original meanings and become purely grammatical tools for word formation, or do they retain independent functions in certain contexts? An analysis of the suffixes -(e)stān , -bār , -bān , -dān , -pād , -zār , -gār/-ger , -kade , and -gāh , along with their meanings and usages in contemporary Persian, indicates that these suffixes were once free morphemes in the ancient Iranian period. Over time, due to linguistic changes, they have diminished in lexical independence and are now primarily used as adjectival or locative suffixes in modern Persian. The necessity to generate new vocabulary for various phenomena has significantly influenced the grammaticalization of many independent morphemes.

In the second language (L2) assessment realm, cognitive diagnostic assessment (CDA) emerges as an exceptionally practicable methodology, enabling a meticulous analysis of linguistic competencies and furnishing granular insights into learners’ proficiencies and deficiencies, thereby charting precise remedial pathways. The primary objective of this research was to develop a cognitive model of attributes underlying an International English Language Testing System (IELTS) assessment descriptor, namely grammatical range and accuracy. The model sought to enable the development of a diagnostic instrument informed by CDA, which would investigate candidates’ grammatical strengths and weaknesses to improve their performance in the IELTS. Through a multi-stage process involving qualitative data collection, interpretation, and synthesis, a comprehensive scheme emerged, categorizing cognitive attributes into two main areas: (a) knowledge of grammatical forms, including pronouns, determiners/quantifiers, adjectives, adverbials, nouns/noun phrases, verbs/tenses, and prepositions, and (b) familiarity with structural nuances, including punctuation and structural sophistication. These nine micro-level attributes comprised several sub-components aligned with three proficiency classes: A1-A2, B1-B2, and C1-C2. The model laid the groundwork for developing a three-booklet multiple-choice test. Alongside conducting pilot testing and item analysis, the study employed a saturated psychometric model to validate the CDA-informed instrument. The results confirmed the instruments’ internal consistency, validity, satisfactory fit, and effectiveness in classifying examinees based on attribute-specific mastery levels. The findings underscored severe weaknesses in punctuation, structural complexity, and verb tense usage, pinpointing crucial areas demanding targeted instructional enhancement. The theoretical implications highlight a refined understanding of grammatical competencies, while pedagogically, the results advocate for targeted teaching strategies.