The Controversy over Iʿrāb and Its Implications for the Interpretation of Surah At-Taubah [9]:122: A Systematic Literature Review from the Perspective of Linguistic Tafsir
Kontroversi Iʿrāb dan Implikasinya terhadap Penafsiran Surah At-Taubah [9]:122: Tinjauan Literatur Sistematis dari Perspektif Tafsir Linguistik
DOI:
https://doi.org/10.58230/dhegkk33Keywords:
Irab, pronoun Reference, Qur;an 9;122, Linguistic Exegesis, Systematic Literature ReviewAbstract
Interpretations of Qur’an 9:122 depend partly on how grammatical relations and plural pronouns are connected to the verse’s discourse context. Studies of this verse have mainly examined Islamic education, tafaqquh fī al-dīn, pesantren, and the social dimensions of learning, and none of the 14 articles mapped in this review centers on the verse’s iʿrāb and the antecedents of its plural pronouns. This qualitative study combines a systematic literature review of 14 articles, narrative synthesis, and textual analysis of Abū Ḥayyān’s commentary on the verse in Al-Baḥr al-Muḥīṭ. The analysis identifies three readings: the pronouns refer to the group that travels to study and later instructs its people; li-yatafaqqahū refers to those who remain with the Prophet, while wa-li-yundhirū refers to the returning group; or the group learns through wartime experience and instructs its people after returning. Abū Ḥayyān treats the first reading as al-ẓāhir outside a war context and, in his final preference (tarjīḥ), emphasizes seeking and deepening religious knowledge. The findings show that grammatical forms establish plurality, purpose, and temporal relations but do not alone identify the groups; context and exegetical reasoning are also needed. The educational relevance for source verification and responsible communication is a pedagogical implication, not a direct interpretation of the verse. The study is limited to 14 journal articles and one primary commentary.
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