AL-ITQĀN

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JOURNAL OF ISLAMIC SCIENCES AND COMPARATIVE STUDIES

December 2021 No. 3

Special Issue

EDITOR IN-CHIEF Dr. Wan Mohd Azam Mohd Amin

MANAGING EDITOR Dr. Masitoh Ahmad

EDITORIAL BOARD Dr. Syed Arabi Aidid, IIUM.

Dr. Hassan Basri Mat Dahan, Universiti Sains Islam Malaysia, Nilai, Negeri Sembilan

Dr. Kamaruzaman Yusuff, Universiti Malaysia Sarawak, Kota Semarahan, Kucing.

Dr. Kamar Oniah, IIUM.

Dr. Mumtaz Ali, IIUM.

Dr. Noor Amali Mohd Daud, IIUM.

Dr. Adibah Abdul Rahim, IIUM.

Dr. Haslina Ibrahim, IIUM.

Dr. Siti Akmar, Universiti Institut Teknologi MARA, Shah Alam Dr. Thameem Ushama, IIUM.

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INTERNATIONAL ADVISORY BOARD Dr. Muhammad Afifi al-Akiti, Oxford University, UK Dr. Abdullah M. al-Syarqawi, Cairo University, Egypt.

Dr. Abdul Kabir Hussain Solihu, Kwara State University, Nigeria.

Dr. Anis Ahmad, Riphah International University, Islamabad.

Dr. ASM Shihabuddin, Uttara University, Dhakka, Bangladesh.

Dr. Fatimah Abdullah, Sabahattin Zaim University,Turkey.

Dr. Ibrahim M. Zein, Qatar Foundation, Qatar.

Dr. Khalid Yahya, Temple University, USA.

eISSN:26008432

Correspondence Managing Editor, Al-Itqān Research Management Centre, RMC International Islamic University Malaysia P.O Box 10, 50728 Kuala Lumpur, Malaysia

Tel: +603 6196 5558

Website: http://journals.iium.edu.my/al-itqan/index.php/alitqan/index Email: [email protected]

Published by:

IIUM Press, International Islamic University Malaysia P.O. Box 10, 50728 Kuala Lumpur, Malaysia Phone (+603) 6196-5014, Fax: (+603) 6196-6298

Website: http://iiumpress.iium.edu.my/bookshop

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Important Notes

The first six articles of this Special Issue were

contributed by the Group of Researchers of

professional bodies such as artchitects, planners,

surveyors and others. Therefore, their writings

differed from the normal social sciences

literature. The rest of of the articles were

contributed by those who are specialized in

Islamic Social Sciences area.

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AL-ITQĀN

eISSN 2600-8432

Nurturing Critical Thinking Through Inquiry Learning Model Based On Hamzah Istifham Quranic Verses Pattern

Norita Md Norwawi^ Muhammad Widus Sempo^**

Yousuf Mahbubul Islam^***

Noorhayati Hashim^**^**

Abstract

An inquiry is a sort of student-centered learning that uses questions in a dialog format with the instructor and peers to examine and enhance student‘s understanding in a subject matter. The purpose of the questions and answers session is to nurture constructive critical and analytical skills, progressing from a low-level to a higher-level question while encouraging deep thinking.

This study investigated interrogative passages in the Qur`ān, focusing on hamzah istifhām in Surah al-Baqarah. An inquiry learning model will be presented from the question verses pattern extracted from the Qur`ān.

Keywords: Inquiry Learning, Critical Thinking, Higher Order Thinking, Intellectual, Cognition

Introduction

An inquiry is a teaching and learning strategy that aims to inculcate scientific thoughts by nurturing critical and analytical skills. Furthermore, in education, critical thinking and problem solving are crucial skills and competencies that must be acquired and developed as the primary goal of seeking knowledge. In addition, these two elements are among the key skills required in twenty-first Century curriculum and future occupations in the fourth industrial revolution. Inquiry learning strategy involves a series of learning activities that highlight the process of thinking critically and analytically in order to find solutions to problems that arise in the context of

 Faculty of Science and Technology, Universiti Sains Islam Malaysia, 71800 Nilai, Negeri Sembilan, Malaysia. Email address: [email protected]

Faculty of Quranic and Sunnah Studies, Universiti Sains Islam Malaysia, 71800 **

Nilai, Negeri Sembilan, Malaysia Email address: [email protected]

*** Independent University of Bangladesh, Dhakka-1229, Bangladesh. Email address:[email protected]

****Faculty of Major Language Studies Technology, 71800 Nilai, Negeri Sembilan,

Malaysia. Email: [email protected]

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64 Nurturing Critical Thinking – Norita, M. Widus Sompo, Yousuf, Noorhayati

a student-centered learning approach, which commonly used in science education pedagogy.

Constructive Critical Thinking Skill

Question probing is an effective approach for challenging students' minds to think, ponder and seek solutions. It is a type of learning approach that employs the open-ended question method, in which the teacher asks the question and the students are required to respond spontaneously. This approach will keep the students engaged simultaneosly with the teacher and towards the lesson directly by actively participating in class activities. Equivalently, this pleasent approach could bolster students mind to think analytically and very helpful in sharpening their critical thinking skill. The teacher carries huge responsibilities to deliver the content by probing questions to heighten students‘ curiosity in seeking the knowledge. Perhaps, the questions also might be beneficial for examining students‘ current values, beliefs and principles by focusing on What do you think?

without planting any fear and intimidation. Hence, it will develop the cognitive abilities from low-level to higher-level thinking skills.

Therefore, according to some research, the current education emphasizes too much on the cognitive skills and neglecting the affective aspects of learning. A sound of critical thinking skill requires the coordinations of cognitive, affective and psychomotor aspect. Obviously, the process does not focus on thinking part only but also involving the content and argument related to the discussion of certain topic. Teachers need to plan the questions that will provoke the mind of the students, plan the lesson in intellectual dialogue format involving the instructor and peers.

This will also help them in verifying their understanding of subjects and appreciate and respect the diverse views.¹

In another study the researcher highlighted that the inculcation of constructive critical thinking element is crucial in Islamic scientific thinking method that should be devoided of taqlīd (blind imitation)² element. Thus, he proposed a Qur`ānic perspective idea on analytical thinking skill with the

1 Norhayati Hashim, in Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam (MEDC 2018( Universiti Sultan Zainal Abidin (UNISZA), 2018), pp. ) 1270-1279.

2 Nur Nashrah Isahak and Adibah Abdul Rahim , ―The Response of Syed Sheikh Al- Hadi (1867-1934) To Educational Concerns among the Malays in Malaya,‖ Journal Of Islamic Sciences And Comparative Studies 4, no. 2 (August 30, 2020): pp. 51-68, https://doi.org/https://doi.org/10.31436/alitqan.v5i2.

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Al-Itqān, Special Issue No 3, December, 2021 65

application of the Qur`ānic-based critical thinking theory that emphasizes the rationalistic Islamic paradigm.¹

Ḥikmah pedagogical approach was introduced at the Centre of Teaching Thinking, International Islamic University of Malaysia (IIUM) by remodelling the Lipman‘s approach² to become as one of the methodology in the teaching of philosophy. It recast philosophical inquiry aims to optimize student potentials through question-and-answer approach thus enhance the highest cognitive capability with intellectual and affective development by generating new knowledge inquiry nodes with depth in meaning and understanding. The pedagogy facilitates in creating community in the classroom with inquiry learning and probing questions to encourage deep thinking hence to enrich the understanding of an issue collaboratively.

In this regard, there were another study conducted by Makhene in 2019, in which he explored the Socratic method to inculcate critical thinking in nursing education. Based on the study it shows that the critical thinking skill is vital for nurse practitioners towards constantly dynamic and critical healthcare setting. According to the Socratic inquiry, the questions will probe deeply and explore the meaning, justification, and strength of logical reasoning. Based on his study, he highlighted that the teaching and learning atmosphere should encourage dialogues, importantly must be phycological safe, devoid of fear and intimidations, encourage mutual respect, warm acceptance, understanding as well as non-judgmental attitude.³

According to the Islamic point of view, al-Qur`ān encourages us to be a critical observer, reader and listener in obtaining knowledge through the process of contemplation (tafakur), reflection (tadabbur), understanding (tafaqquh), and reasoning (taakul) which must be in line with reality (not falsehood) and acquired according to reliable methods (not guessing, wishful thinking or conjecture). In Islamic epistemology, the revelation is the first source and means which is the foundation of many domains of knowledge.

Nevertheless, Islam ranks high importance to senses and reason in knowing after revelation. Wisdom, creativity, and innovativeness are the by-product

1 Alias Azhar, ―Scientific Thinking in Islamic Thought: Concept and Its Importance ”, International Journal of Nusantara Islam, 5, no. 1 (2017): pp. 13-22, https://doi.org/10.15575/ijni.v5i1.1218.

2 Suhailah Hussein , Rosnani Hashim, and Nazatul Akmar Mohd. Mokhtar, ―Chapter 8:

Hikmah Pedagogy- Promoting Open Mindedness, Tolerance, and Respect for Others, Religious Views in Classroom,‖ in Interfaith Education for All, (Brill. 2017), pp. 97-106.

3 Agnes Makhene, ―The Use of the Socratic Inquiry to Facilitate Critical Thinking in Nursing Education,‖ Health SA Gesondheid: Journal of Interdisciplinary Health Sciences, 24 (2019): pp. 1-6, https://doi.org/10.4102/hsag.v24i0.1224.

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of the faculty of reason in which Islam involves both heart and mind. The critical thinking in Islam is bounded by the Islamic worldview.¹

The main focus of this paper is to present an inquiry learning model based on the Arabic term, istifham (

ماهفتسإ

) which refers to ―a question or an interrogation mark‖ and is also used for ―inquiry‖.² Despite the fact that there are diverse types of istifham words such as kaifa, man, hal, and etc, the scope of this paper is hamzah istifham, {أ} as an interrogative verse.

The proposed model should encourage critical thinking process in seeking for solutions while taking into account exceptions and contradicting aspects of the proposition.

Table 1: Verses with Hamzah Istifham According to Categorical Meaning

Inquiry Learning Model Based on Hamzah Istifham Words

This study adopted a qualitative approach by identifying and analyzing the query words of hamzah istifham in surah al-Baqarah. First, all hamzah istifham with a letter {أ} (alif or hamzah) were examined by identifying twenty eight verses from the chapter. This content analysis was conducted by examining the textual relations in the Qur`ān which is an intersection

1 Mohammad Manzoor Malik, ―Islamic Approach to Critical Thinking ,‖ ResearchGate , March 27, 2017, pp. 1-49, https://doi.org/10.31219/osf.io/zc6yu.

2 Almaany Team, ―Translation and Meaning of

ماهفتسا

in Almaany English Arabic Dictionary,‖ almaany.com, accessed June 26, 2020,

https://www.almaany.com/en/dict/ar-

en/%D8%A7%D8%B3%D8%AA%D9%81%D9%87%D8%A7%D9%85/.

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between Tafsīr and Linguistics.¹ Their contextual meaning was thoroughly analyzed especially the verses that are related to the interpretation and linguistic aspects referring to the definitive books of tafsīr. All of the twenty eight verses are categorized into various type of istifham as shown in Table 1 above.

Figure 1 depicts the study‘s analysis or findings, which demonstrates the thinking expressions that have been identified based on hamzah istifham contained in Surah al-Baqarah.

Fig. 1. Mapping of various Hamzah Istifham verses with critical thinking questions and expressions.

Figure one illustrates four situational types of thinking process and were compared based on the previous studies conducted by Rosnani Hashim² in 2009, Asnelly Ilya³ in 2016 and Muhammad Widus Sempo⁴ in 2020. For example, in a situation when things that have taken place and

1 Rochmat Budi Santosa et al., ―Istifham in the Stories in Al-Quran from the Perspective of Speech Act Theory,‖ Academia.edu,

http://www.theartsjournal.org/index.php/site/index, October 31, 2016), pp. 30-39.

https://www.academia.edu/29794159/Istifham_in_the_Stories_in_AlQuran_from_the_

Perspective_of_Speech_Act_Theory, accessed on 25^th June 2020.

2 Rosnani Hashim, ―Menghidupkan Semula Pedagogi Inkuiri Falsafah Di Kalangan Pendidik Dan Pelajar Islam,‖ Jurnal Pendidikan Islam 13, no. 2 (2009): pp. 13-28.

3 Asnelly Ilyas , in Proceeding International Seminar on Education 2016 (IAIN Batu Sangkar: Faculty of Tarbiyah and Teacher Training, 2017.), pp. 271-278.

4 Muhammad Widus Sempo et al., ―Unbelievers‘ Mental Model and Behavioural Disorders Based on Their Queries in the Al-Baqarah Chapter,‖ Jurnal Adabiyah 20, no.

2 (December 29, 2020): pp. 286-299, https://doi.org/10.24252/jad.v20i2a4.

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could not be changed, we may ask Why and How does it happen? Such as, in a fatal accident, we could ask, Why and how did the accident happen?

However, there is also another factor that needs to discover on What is the truth about the incident? What exactly has happened? What is right and wrong which could lead to supplementary questions on How can we avoid the mistake or prevent it from reoccurring? This requires the researchers to reflect on the values and map of various verses contains Hamzah Istifham with critical thinking questions and expressions embraced as well as How to response toward those enquiries. Finally, another quite relevant question should be asked is also regarding on What is the wisdom from the incidents occurred to learn and become as valueable life lesson? These questions, are from low level leading to higher-order thinking which aims to achieve deepest meaning and understanding of realities in every circumstances of human‘s life. For example, in the second figure the finding shows a session of possible questions and some relevant answers on the issue of water conservation on behavioural practices for ablution.

Fig. 2. Example of Possible Question and Answer or Dialogue Session on Water Conservation.

The inquiry model above proposed that it could be embedded in step 7,8,9 and 10 by posing an exception or contradiction to their line of thinking. Hence, it will encourage a deeper understanding of the subject matter by considering many aspects of it thus refining and redefining their perspective. For instance, on the issue of ablutions practices with water conservation as highlighted in the figure above. Is there any other perspective on wastage of water in taking ablution? Is there any situation that is not considered a waste?

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In accordance with the above discussion, the researchers created online forms (via Google Form) as shown in Figure 3 below. The main purpose of these forms is to assist students in answering questions, exploring their thoughts by referring to authentic sources of knowledge on the matters at hand, discovering possible solutions, and reflecting on the lessons learnt.

Figure 3. Forms for students to guide their thoughts and learning experience based on issue, scenario or phenomena given by the instructor.

These questions would trigger the inquisitive mind and motivate them to seek the answers and encouraging them to refer to experts especially in Fiqh al-Ṭohārah. Learning is a journey that will enhance the understanding of realities and life issues. Asking the right questions are the gateway to this understanding which involve the affective aspects as encouraged in Islam. Thus, human being are not encourage to merely follow without proper knowledge and understanding.

Furthermore, Islam does not underestimate the role of intellect but at the same time emphasizes the functions of the heart as the most important organ for spiritual cognition which has a strong connections with the imaginative faculty of the soul.¹ The intellectual activity should heighten our relation to the Creator as mentioned in Surah Āli ʿImrān verse 190 to 191. Inclusively, it could be concluded that the main objectives of intellectual thinking in al-Qur`ān is to achieve wisdom which eventually recognize and acknowledge the existence of God and His beautiful attributes. Thereby, the only way to gain clear understanding on the

1 Muhammad Syed Naguib Al-Attas, Prolegomena to the Metaphysics of Islam: an Exposition of the Fundamental Elements of the Worldview of Islam (International Institute of Islamic Thought and Civilization (ISTAC), 1995), pp. 155-156.

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attributes of God as well as the existence are through the rational and spiritual thinking as a whole involving the intellect, soul, heart and finally yet important is the spirit.¹

Conclusions

This study investigated the inquiry verses based on the sign of hamzah istifham in al-Qur`ān being the primary source in Islam. The content analysis was conducted to study the style of questioning and understanding the thinking framework. Four thinking processes were identified based on the result from the anaylsis as stated below:

1. Causal Analysis.

2. Seeking the Fundamental Truth.

3. Introspection.

4. Insightful Wisdom.

The main proposed of the inquiry strategies can be embedded in pedagogy in order to further enhance critical thinking method by looking at the multiple perspectives, exceptions and contradiction thus refining their understanding of the subjects.

In conclusion, the enhancement of critical thinking must be in line with the teaching of al-Qur`ān by surrendering to the one and true God physically and spiritually. As a consequence each individual will gain the insightful wisdom with bright understanding of the concept of existence, God, and most importantly is God‘s attributes. In order to achieve high order thinking, human must build a close relationship with the Almighty and be positive in all situations and events. Finally, in this aspect human being especially Muslims must put their trust and decent faith towards the Creator and be optimist in their thinking either in the act of worship or throughout the calamities.

*Acknowledgement

This research is supported for the Matching Research Grant collaborated with Daffodil International University (DIU) and Universiti Sains Islam Malaysia (USIM) with project code USIM/MG/DAFFODIL/ISI/055012/70618, titled Technology-Supported Inquiry Instructional Model From Al-Quran For Islamic Science.

1 Mohd. Shuhaimi Ishak and Wan Mazwati Wan Yusoff , ―Thinking From The Qur`ānic Perspective,‖ Al-Shajarah: Journal of the International Institute of Islamic Thought and Civilization (ISTAC) 20, no. 1 (May 21, 2016): pp. 53-85.

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References

Al-Attas, Muhammad Syed Naguib. Prolegomena to the Metaphysics of Islam: an Exposition of the Fundamental Elements of the Worldview of Islam. International Institute of Islamic Thought and Civilization (ISTAC), 1995.

Almaany Team. ―Translation and Meaning of ماهفتسا in Almaany English Arabic Dictionary.‖ almaany.com. Accessed June 26, 2020.

https://www.almaany.com/en/dict/aren/%D8%A7%D8%B3%D8%AA%D9%81%D9

%87%D8%A7%D9%85/.

Azhar, Alias. ―Scientific Thinking in Islamic Thought: Concept and Its Importance.‖

International Journal of Nusantara Islam 5, no. 1 (2017): 13–22.

https://doi.org/10.15575/ijni.v5i1.1218.

Hasyim, Norhayati. In Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam (MEDC 2018), 1270–79. Universiti Sultan Zainal Abidin (UNISZA), 2018.

Hashim , Rosnani. ―Menghidupkan Semula Pedagogi Inkuiri Falsafah Di Kalangan Pendidik Dan Pelajar Islam.‖ Jurnal Pendidikan Islam 13, no. 2 (2009): 13–28.

Hussein , Suhailah, Rosnani Hashim, and Nazatul Akmar Mohd. Mokhtar. ―Chapter 8:

Hikmah Pedagogy- Promoting Open Mindedness, Tolerance, and Respect for Others, Religious Views in Classroom.‖ Essay. In Interfaith Education for All, 97–106. Brill, 2017.

Ilyas, Asnelly. ―International Seminar on Education 2016.‖ In Proceeding International Seminar on Education 2016 , 271–78. IAIN Batu Sangkar: Faculty of Tarbiyah and Teacher Training, 2017.

Isahak, Nur Nashrah, and Adibah Abdul Rahim . ―The Response of Syed Sheikh Al- Hadi (1867-1934) To Educational Concerns among the Malays in Malaya.‖

Journal of Islamic Sciences and Comparative Studies 4, no. 2 (August 30, 2020):

51–68. https://doi.org/https://doi.org/10.31436/alitqan.v5i2.

Ishak , Mohd. Shuhaimi, and Wan Mazwati Wan Yusoff . ―Thinking from the Qur`ānic Perspective.‖ Al-Shajarah: Journal of the International Institute of Islamic Thought and Civilization (ISTAC) 20, no. 1 (May 21, 2016): 53–85.

Makhene, Agnes. ―The Use of the Socratic Inquiry to Facilitate Critical Thinking in Nursing Education.‖ Health SA Gesondheid: Journal of Interdisciplinary Health Sciences 24 (2019): 1–6. https://doi.org/10.4102/hsag.v24i0.1224.

Malik, Mohammad Manzoor. ―Islamic Approach to Critical Thinking.‖ ResearchGate, March 27, 2017, 1–49. https://doi.org/10.31219/osf.io/zc6yu.

Santosa, Rochmat Budi, Joko Nurkamto, Nashruddin Baidan, and Sumarlam. ―Istifham in the Stories in Al-Quran from the Perspective of Speech Act Theory.‖

Academia.edu. http://www.theartsjournal.org/index.php/site/index, October 31, 2016.

https://www.academia.edu/29794159/Istifham_in_the_Stories_in_AlQuran_from _the_Perspective_of_Speech_Act_Theory.

Sempo, Muhammad Widus, Norita Norwawi, Hasyim Haddade, Yousuf Mahbubul Islam, and Noorhayati Hasyim. ―Unbelievers‘ Mental Model And Behavioural Disorders Based On Their Queries In The Albaqarah Chapter.‖ Jurnal Adabiyah 20, no. 2 (December 29, 2020): 286–99.

https://doi.org/10.24252/jad.v20i2a4.

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AL-ITQĀN

December 2021 No. 3

Special Issue

EDITOR IN-CHIEF Dr. Wan Mohd Azam Mohd Amin

MANAGING EDITOR Dr. Masitoh Ahmad

EDITORIAL BOARD Dr. Muhammad Afifi al-Akiti, Oxford Dr. Muhammad Kamal Hassan, IIUM

Dr. Syed Arabi Aidid, IIUM.

Dr. Hassan Basri Mat Dahan, Universiti Sains Islam Malaysia, Nilai, Negeri Sembilan.

Dr. Kamaruzaman Yusuff, Universiti Malaysia Sarawak, Kota Semarahan, Kucing.

Dr. Kamar Oniah, IIUM.

Dr. Mumtaz Ali, IIUM.

Dr. Siti Akmar, Universiti Institut Teknologi MARA, Shah Alam Dr. Thameem Ushama, IIUM.

JOURNAL OF ISLAMIC SCIENCES AND COMPARATIVE STUDIES

AL-ITQĀN - IIUM Journals

AL-ITQĀN

December 2021 No. 3

Special Issue

Table of Contents

Important Notes

The first six articles of this Special Issue were

contributed by the Group of Researchers of

professional bodies such as artchitects, planners,

surveyors and others. Therefore, their writings

differed from the normal social sciences

literature. The rest of of the articles were

contributed by those who are specialized in

Islamic Social Sciences area.

ماهفتسإ

ماهفتسا

AL-ITQĀN

December 2021 No. 3

Special Issue