• Tidak ada hasil yang ditemukan

BUKU | SAIDNA ZULFIQAR BIN TAHIR (VIKAR)

N/A
N/A
Protected

Academic year: 2017

Membagikan "BUKU | SAIDNA ZULFIQAR BIN TAHIR (VIKAR)"

Copied!
78
0
0

Teks penuh

(1)
(2)

Faqîhuz Zamân

Muhammad bin Shâlih al ‘Utsaimîn

Abū Mūsâ al Atsarî

ﻕﻼﺧﻷﺍ ﻡﺭﺎﻜﻣ ﷲﺍ ﻪﲪﺭ ﲔﻤﻴﺜﻌﻟﺍ ﱀﺎﺻ ﻦﺑ ﺪﻤﳏ ﺦﻴﺸﻠﻟ

!!"

#$ # $ #$ %$ & %'&' $ $ ($ & # '%' #$ )$ *

$ *(' + ",- ./ ' %'.( ",-# $ ./

0 * !"""121232"

(3)
(4)

%

& $ %

$ %

!

' ( )

* $ & + * %

(, - ,

(

. - " $ %( /

"

0 - $ %( /

$ % &

* *

(5)
(6)
(7)

) *

* ; !

* ' /

*

/ &

'

* &

*

&

' &

& ! '

6 9

&

' /

&

'

&

(8)
(9)
(10)

*

*

*

*

!

!

* &

1

(

. : *

0 :

8 :

(11)
(12)
(13)
(14)

ﻚﹶﻠﻣ ﻲﻧِﺇ ﻢﹸﻜﹶﻟ ﹸﻝﻮﹸﻗﹶﺃ ﺎﹶﻟﻭ ﺐﻴﻐﹾﻟﺍ ﻢﹶﻠﻋﹶﺃ ﺎﹶﻟﻭ ِﻪﱠﻠﻟﺍ ﻦِﺋﺍﺰﺧ ﻱِﺪﻨِﻋ ﻢﹸﻜﹶﻟ ﹸﻝﻮﹸﻗﹶﺃ ﺎﹶﻟ ﹾﻞﹸﻗ ﻲﹶﻟِﺇ ﻰﺣﻮﻳ ﺎﻣ ﺎﱠﻟِﺇ ﻊِﺒﺗﹶﺃ ﹾﻥِﺇ

!

4 %&!

*

!

3

1

3

6 9 & (

ﹶﻥﻮﹸﻓﺮﺼﺗ ﻰﻧﹶﺄﹶﻓ ﹸﻝﺎﹶﻠﻀﻟﺍ ﺎﱠﻟِﺇ ﻖﺤﹾﻟﺍ ﺪﻌﺑ ﺍﹶﺫﺎﻤﹶﻓ ﻖﺤﹾﻟﺍ ﻢﹸﻜﺑﺭ ﻪﱠﻠﻟﺍ ﻢﹸﻜِﻟﹶﺬﹶﻓ

! " # $

% ! !

4 ' ()!

"E $* + # * %(

(15)

4FG َ

َ ا $

' %

ا & $ %

!

6 (

;H

! ( *

*

6

3

/

HH

;

2 3 ) ( &

(16)

;H 1 ( 1

* ,

- + . /

- + .

0 / /

, 1

1

6 9 G

! &

* 6 9

"E $ !(

6

'

6 9

( 6 9

:

(17)
(18)

!

<

3 (

ﺓﻼﺼﻟﺍ ﰲ ﲏﻴﻋ ﺓﺮﹸﻗ ﺖﻠﻌﺟ ﻭ

46 4 J

6 9 <

! 6 9

1 "

' '

2 3

( ,?

.K, ( , ,

- # 9 # 84 ( * ( " "

-# 1 $ $4 % 3 ( # # !

4 " $8 " " " - 8 1

# 0 ( (" % " -3 (

(19)
(20)
(21)

ﹶﻥﻮﻤﹶﻠﹾﻈﺗ ﺎﹶﻟﻭ ﹶﻥﻮﻤِﻠﹾﻈﺗ ﺎﹶﻟ ﻢﹸﻜِﻟﺍﻮﻣﹶﺃ ﺱﻭُﺀﺭ ﻢﹸﻜﹶﻠﹶﻓ ﻢﺘﺒﺗ ﹾﻥِﺇﻭ ,

%

4 2 ) 7!

* ,

- + .

6 9

!

> &

> &

* 1 1 &

6 9

&

!

;

* 6 9

(

6 9

(22)
(23)

8

<

2 3

)

(

ﰲ ،ﺍﺬـﻫ ﻢﻜﻣﻮـﻳ ﺔﻣﺮﺤﻛ ،ﻡﺍﺮﺣ ﻢﻜﻴﻠﻋ ﻢﻜﺿﺍﺮﻋﺃﻭ ،ﻢﻜﻟﺍﻮﻣﺃﻭ ،ﻢﻛﺀﺎﻣﺩ ﻥﺇ ﺍﺬﻫ ﻢﻛﺪﻠﺑ ﰲ ، ﺍﺬﻫ ﻢﻛﺮﻬﺷ

,

.0,

1

/ . * . / . *

. * . * 6 ( / * ! ' 0 + 0 %

* ; ** 1 " - * ( # 1 8# " -" * %* ( ** 1

!

2 ( 2 5 00 0 .

4 . ! 0 . 9 #4

(24)

*

<

3 (

ﻦﻣﺆﻳ ﻻ ﷲﺍﻭ ،ﻦﻣﺆﻳ ﻻ ﷲﺍﻭ ،ﻦﻣﺆﻳ ﻻ ﷲﺍﻭ

,

,

) (

2 ; (

ﻪﻘﺋﺍﻮﺑ ﻩﺭﺎﺟ ﻦﻣﺄﻳ ﻻ ﻦﻣ

,/ .8,

)

/

# 2 " / 6 !

/ ) * 2#

. 6 +, & . . * . .. *

. .. * ,! ) ) + " - ) - 7 0 7

* * . = . ! > % *

(25)

&

&

; &

&

& :

3 (

ﻦﺴﺣ ﻖﻠﲞ ﺱﺎﻨﻟﺍ ﻖﻟﺎﺧﻭ ،ﺎﻬﺤﲤ ﺔﻨﺴﳊﺍ ﺔﺌﻴﺴﻟﺍ ﻊﺒﺗﺃﻭ ،ﺖﻨﻛ ﺎﻤﺜﻴﺣ ﷲﺍ ﻖﺗﺍ

,

* .@,

>

&

$ &

% 6 9

& &

& $2 : % ! +

! " " - 1 8# 8$ # "

( 3 ? . " * -!

(26)
(27)
(28)

&

;

&

< 6 9

& (

ﱠﻈﻟﺍ ﺐِﺤﻳ ﺎﹶﻟ ﻪﻧِﺇ ِﻪﱠﻠﻟﺍ ﻰﹶﻠﻋ ﻩﺮﺟﹶﺄﹶﻓ ﺢﹶﻠﺻﹶﺃﻭ ﺎﹶﻔﻋ ﻦﻤﹶﻓ ﺎﻬﹸﻠﹾﺜِﻣ ﹲﺔﹶﺌﻴﺳ ٍﺔﹶﺌﻴﺳ ُﺀﺍﺰﺟﻭ ﲔِﻤِﻟﺎ

7 , ,

&

/

( 0 4 3&!

&

&

!

6 (

ﲎـﻌﻤﻓ ﺡﻼﺻﻹﺍ ﺕﺍﻮﻓ ﻮﻔﻌﻟﺍ ﰲ ﻥﺎﻛ ﺍﺫﺈﻓ ،ﺏﻭﺪﻨﻣ ﻮﻔﻌﻟﺍﻭ ،ﺐﺟﺍﻭ ﺡﻼﺻﻹﺍ ﺔﻌﻳﺮﺸﻟﺍ ﻪﺑ ﰐﺄﺗ ﻻ ﺍﺬﻫﻭ ،ﺐﺟﺍﻭ ﻰﻠﻋ ﹰﺎﺑﻭﺪﻨﻣ ﺎﻨﻣﺪﻗ ﺎﻨﻧﺃ ﻚﻟﺫ

,

(29)

&

' ,

+

)

! (

)

; ;

; - ( )

; (

H A

6 9 ;

1 &

& (

(30)

&

& &

: 6 9

& (

ٍﻦﻳﺩ ﻭﹶﺃ ﺎﻬِﺑ ﻲِﺻﻮﻳ ٍﺔﻴِﺻﻭ ِﺪﻌﺑ ﻦِﻣ

7 . (

4

88!

* (

&

&

( 0

< 3

(

(31)

,1 ' &

.B,

6 ' 2 '

(

ﻦّـﻴـﻟ ﻥﺎﺴﻟﻭ ﻖﻠـﻃ ﻪﺟﻭ

,E ,

) (

ﲔﻫ ﺀﻲﺷ ﱪﻟﺍ ﻥﺇ ﲏﺑ ***

ﲔﻟ ﻥﺎﺴﻟﻭ ﻖﻴﻠﻃ ﻪﺟﻭ

2 ,

!

:

8 : % &

(32)

!

,

(

6

' 6 9

, ' ,

A

' <

3 (

ﻪﻠﻫﻷ ﻢﻛﲑﺧ ,

ﻲﻠﻫﻷ ﻢﻛﲑﺧ ﺎﻧﺃﻭ

,

.D,

& #$ 8 7 5

% * ) # (" * ' * (" !

% 3 ( ## ! 0 . 0

(33)

A A

&

;

6 (

.F

! (

< 3

( ? 2

; (

, , ( ; (

, , ( ;

( , , ( ;

( , .I,

3 (

ﻢﻛﺪﻨﻋ ﻥﺍﻮﻋ ﻦﺈﻓ ﹰﺍﲑﺧ ﺀﺎﺴﻨﻟﺎﺑ ﺍﻮﺻﻮﺘﺳﺍ

2 * + = / 6 * . * !

$ 8 2 " 9

(34)
(35)
(36)
(37)
(38)
(39)

0F,

3 ( ? 2

# (

ﲑﻬﻇ ﷲﺍ ﻦﻣ ﻚﻌـﻣ ﻝﺍﺰـﻳ ﻻﻭ ﱠﻞﳌﺍ ﻢﻬﻔﺴﺗ ﺎﻤـﻧﺄﻜﻓ ﺖـﻠﻗ ﺎﻤﻛ ﺖﻨـﻛ ﻥﺇ ﻚـﻟﺫ ﻰﻠﻋ ﺖـﻣﺩ ﺎﻣ ﻢﻬﻴﻠﻋ

,1

6 9

0I,

ا ,

, (

*

> ( C (

C

2 8 " !

(40)

3 (

ﻩﻮﺌﻓﺎﻜﻓ ﹰﺎﻓﻭﺮﻌﻣ ﻢﻜﻴﻟﺇ ﻊﻨﺻ ﻦﻣ

, ' &

0J,

(

& "

" (

! ) G

&

! &

(

! 6 9

&

6 9

" 2 8 4

" ! ( 8 2 ! /

(41)

*

6 9 & (

ﻪﻨﻴﺑﻭ ﻚﻨﻴﺑ ﻱِﺬﱠﻟﺍ ﺍﹶﺫِﺈﹶﻓ ﻦﺴﺣﹶﺃ ﻲِﻫ ﻲِﺘﱠﻟﺎِﺑ ﻊﹶﻓﺩﺍ ﹸﺔﹶﺌﻴﺴﻟﺍ ﺎﹶﻟﻭ ﹸﺔﻨﺴﺤﹾﻟﺍ ﻱِﻮﺘﺴﺗ ﺎﹶﻟﻭ ﻢﻴِﻤﺣ ﻲِﻟﻭ ﻪﻧﹶﺄﹶﻛ ﹲﺓﻭﺍﺪﻋ

, $

, (

(

, 4 :

(3!

! &

1

& &

6 9 (

ﺢﹶﻠﺻﹶﺃﻭ ﺎﹶﻔﻋ ﻦﻤﹶﻓ

7! & 4

3&!

(42)

( &H & & &

(43)
(44)

( , , 3

( , 8K,

1 !

< 6 9 & (

ﺍﲑِﻐﺻ ﻲِﻧﺎﻴﺑﺭ ﺎﻤﹶﻛ ﺎﻤﻬﻤﺣﺭﺍ ﺏﺭ ﹾﻞﹸﻗﻭ

7 2 $

4 9 )3!

!

& !

&

' L '

: 3

! ' (

#4 8 2 " 9

(45)

( 2 3

( ? 2 H

; (, ,

( ; (,

, (

; (, 8.,

!

# ( ;

2 ( !

!

>

:

# 8 2 ) 7 % #

(46)

< (

&

>

!

( , ,

(47)

, ,

, <

< (

( H

(48)
(49)

1 &

& !

!

"

C

, < 2

/ (

6 9 & (

... ﻰﺑﺮﹸﻘﹾﻟﺍ ﻱِﺫ ِﺭﺎﺠﹾﻟﺍﻭ ِﲔِﻛﺎﺴﻤﹾﻟﺍﻭ ﻰﻣﺎﺘﻴﹾﻟﺍﻭ ﻰﺑﺮﹸﻘﹾﻟﺍ ﻱِﺬِﺑﻭ ﺎﻧﺎﺴﺣِﺇ ِﻦﻳﺪِﻟﺍﻮﹾﻟﺎِﺑﻭ ﺎﹶﻟ ﻪﱠﻠﻟﺍ ﱠﻥِﺇ ﻢﹸﻜﻧﺎﻤﻳﹶﺃ ﺖﹶﻜﹶﻠﻣ ﺎﻣﻭ ِﻞﻴِﺒﺴﻟﺍ ِﻦﺑﺍﻭ ِﺐﻨﺠﹾﻟﺎِﺑ ِﺐِﺣﺎﺼﻟﺍﻭ ِﺐﻨﺠﹾﻟﺍ ِﺭﺎﺠﹾﻟﺍﻭ

(50)
(51)

8B,

(

ﻦﻣﺆﻳ ﻻ ﷲﺍﻭ ﻦﻣﺆﻳ ﻻ ﷲﺍﻭ ﻦﻣﺆﻳ ﻻ ﷲﺍﻭ

,

, (

2 ;

(

ﻪﻘﺋﺍﻮﺑ ﻩﺭﺎﺟ ﻦﻣﺄﻳ ﻻ ﻱﺬﻟﺍ

,/ 8D,

/

'

1

(

(

(

&

#8 4 9 4 8 " 4 9

: % !

(52)

, < 2 0

&

6

) & * ' $ & * %

( $

%

, < 2

9

, / , , , (

6 9

! 3

$ %

, ! , & * '

& &

(53)

= '

& ' $

%

( &

! *

,

1

1

1

6 9

, , , &

,

& &

" 8F

#2 * . 6 * . /

* . / 0 / . 6 ! " / * .

/ * / 0 * ) (

(54)

&

'

1

*

(

H ! (

" '

, < 2

> >

, ! ,

(55)

1

'

, < +

1 1 /

/ /

' $

% 3

!

(

' $ %H H

H

1

( ; !

6 9

(56)
(57)

, ,

2 3 (

ﻢﻛﺀﺎﻣﺩ ﻥﺇ ,

ﻡﺍﺮﺣ ﻢﻜﻴﻠﻋ ﻢﻜﺿﺍﺮﻋﺃﻭ ﻢﻜﻟﺍﻮﻣﺃﻭ

,

,8J

!

(

> (

, 1

" "

*

# 2# 5 00 (

2 5 00! # 9 5 00

(58)
(59)

ﺍﻮﻌﺿﺍﻮﺗ ﻥﺃ ﱄﺇ ﻰﺣﻭﺃ ﷲﺍ ﻥﺇ ,

ِﺪﺣﺃ ﻰﻠﻋ ﺪﺣﺃ ﺮﺨﻔﻳ ﻻ ﱴﺣ ,

ﺪـﺣﺃ ﻲﻐﺒﻳ ﻻﻭ

ﺪﺣﺃ ﻰﻠﻋ

, $ %

,@.

.*

* '

& ( !

3 (

ﻲﻋﺪﳌﺍ ﻰﻠﻋ ﺔﻨﻴﺒﻟﺍ

,? ,

* '

*

(60)
(61)
(62)

!

'

:

*

3 (

ﹰﺎﻘﻠﺧ ﻢﻬﻨﺴﺣﺃ ﹰﺎﻧﺎﳝﺇ ﲔﻨﻣﺆﳌﺍ ﻞﻤﻛﺃ

,!

* @0,

*

*@8 <

*

" $ % ! &

' ( . + , - * .

/ * , & + * /

% 3 ( #4 9 # !

# ; ** * 0 % + ". *

/ * . / . 0 .

(63)
(64)
(65)
(66)
(67)
(68)
(69)
(70)
(71)
(72)
(73)
(74)
(75)
(76)
(77)
(78)

ﻰﻤﻠﺳ ﰊﺃ ﻥﺎﻛﺩ

+A*A 2B $ C A $9 D

E 1 EE

!

6

: &

N

) O EC!

,A 9 , *F #

2 (

E E) # 8.D.0@F@F.

Referensi

Dokumen terkait

If you have stumbled onto thoughts or body pains that don’t just show up when it is time to speak, you have likely discovered chronic behavior patterns that reach deeper than

Children learn more effectively if they learn English through the use of their native language, which provides a contextual basis for learning and allows them to keep pace with

For many, the top-down approach to the study of language which is concerned with power, ideology, discourses, texts and subject positions is incompatible with bottom-up approaches

international non-governmental organizations active in the field of education, 1974: UNESCO‘everyone is entitled to have a thorough knowledge of his own language and a good knowledge

Competency models can be used to guide individual professional development, as well as. assist educators and trainers in developing curricula that meets the needs

Members of ALTE were delighted to obtain the patronage of the Secretary General of the Council of Europe, Terry Davis, for the major 3-day language testing conference in Berlin;

Value and learn students’ background and culture, teach to and from the experience of the students, emphasize the development of language and communication including writing

The last part of the new book contains three chapters on special topics related to multiple time series.. One chapter deals with autoregressive conditional heteroskedasticity