[A COMPARATIVE ANALYSIS OF THE CONCEPTS OF DZAUQ AND NAZM AND THEIR APPLICATION IN MODERN ARABIC LITERARY PEDAGOGY: A STUDY OF THE THOUGHT OF IBN KHALDUN, ABD AL-QAHIR AL-JURJANI, AND AHMAD AL-SHAYIB] ANALISIS PERBANDINGAN KONSEP DZAUQ DAN NAZM SERTA APLIKASINYA DALAM PEDAGOGI SASTERA ARAB MODEN: KAJIAN TERHADAP PEMIKIRAN IBN KHALDUN, AL-JURJANI DAN AHMAD AL-SHAYIB

Nurhasma Muhamad Saad, Ab. Adly Rabbanie Ab Rahim, Margaret Anthoney, Yee Chin Yip, Khazri Osman, Ahmadi Ahmadi

Abstract


Abstrak

Kajian ini bertujuan meninjau konsep dzauq dan nazm serta mengintegrasikannya dengan pendekatan pedagogi sastera Arab moden yang dipelopori oleh Aḥmad al-Shayib. Kajian berbentuk kualitatif ini menggunakan analisis dokumen terhadap karya utama seperti al-Muqaddimah dan Dala’il al-Iʿjaz, di samping sorotan literatur kontemporari. Data dianalisis menggunakan pendekatan analisis konseptual dan integratif bagi menghuraikan, membandingkan dan menggabungkan konsep klasik dengan pendekatan pedagogi moden. Dapatan kajian menunjukkan bahawa Ibn Khaldun menekankan pembinaan dzauq melalui pembelajaran berperingkat, manakala al-Jurjani menegaskan kepentingan nazm dalam memahami keindahan bahasa melalui hubungan makna yang tersusun. Aḥmad al-Shayib pula mengembangkan pendekatan pedagogi yang menggabungkan penghayatan estetika dengan analisis teks secara sistematik. Kajian ini merumuskan bahawa integrasi konsep dzauq, nazm dan pendekatan pedagogi moden mampu membentuk kerangka pembelajaran sastera Arab yang lebih holistik, sekali gus menyumbang kepada pengukuhan dimensi analitik dan estetika dalam pendidikan sastera.

Kata Kunci: Konsep dzauq, nazm, Ibn Khaldun, al-Jurjani, Aḥmad al-Shayib, pedagogi sastera Arab.

 

Abstract

This study aims to examine the concepts of dzauq and nazm and to integrate them with the modern Arabic literary pedagogical approach pioneered by Ahmad al-Shayib. This qualitative study employs document analysis of major works such as al-Muqaddimah and Dala’il al-I‘jaz, alongside a review of contemporary literature. The data are analyzed using a conceptual and integrative approach to describe, compare, and synthesize classical concepts with modern pedagogical approaches. The findings reveal that Ibn Khaldun emphasizes the development of dzauq through a gradual learning process, while Abd al-Qahir al-Jurjani highlights the importance of nazm in understanding linguistic beauty through the structured relationships of meaning. Ahmad al-Shayib further develops a pedagogical approach that combines aesthetic appreciation with systematic textual analysis. The study concludes that the integration of dzauq, nazm, and modern pedagogical approaches is capable of forming a more holistic framework for learning Arabic literature, thereby contributing to the strengthening of both analytical and aesthetic dimensions in literary education.

Keywords: Concept of dzauq, Nazm, Ibn Khaldun, al-Jurjani, Ahmad al-Shayib, Arabic literary pedagogy.

 


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