Krisis Makna Belajar dalam Perspektif Al-Qur'an
Kerangka Perbandingan Pemikiran Tafsir Ar-Razi dan Ibn Ashur
Keywords:
Tafsir tarbawi, Tafsir al-Rāzī, Tafsir Ibn 'Āsyūr, penilaian formatif, makna belajarAbstract
This article examines the crisis of the meaning of learning through a Qur'anic educational interpretation and a critical dialogue with modern educational theory. This qualitative library study draws on al-Rāzī's Mafātīḥ al-Ghayb, Ibn 'Āshūr's Al-Taḥrīr wa al-Tanwīr. The analysis identifies three layers of meaning: value as a normative orientation for seeking knowledge, examination grade as formative information on learning progress, and life value as transformation into wisdom, character, and social responsibility. Al-Rāzī frames knowledge as a mark of human dignity, while Ibn 'Āshūr treats the teaching of wisdom as the culmination of recitation, purification, and scriptural instruction. In comparison with self-determination theory, the Qur'anic framework extends autonomy, competence, and relatedness through intention, epistemic trustworthiness, and public benefit. The article proposes an assessment framework that integrates learning purpose, process evidence, feedback, reflection, and meaningful action. Grades remain necessary, yet they should never displace the broader meaning of learning.
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