The Transformation of Al-Quran Education through Audiovisual Interpretation within Ustaz Abdul Somad's Perspective as a Strategic Response to Digital Era Education
DOI:
https://doi.org/10.21009/JSQ.22.2.06Keywords:
Ustaz Abdul Somad, Qur'anic Education, Audiovisual Exegesis, Digital Pedagogy, TACP ModelAbstract
The digital era has vastly expanded access to Quranic learning while simultaneously triggering new challenges regarding shifts in interpretive authority, pedagogical sequencing, and the focus of religious attention. In response to these digital-era educational dynamics, this study examines the transformation of Quranic education through audiovisual tafsir (exegesis) pedagogy from the perspective of Ustaz Abdul Somad (UAS). The Method employs qualitative discourse analysis on two full-length YouTube lectures discussing Surah al-Mu'awwidhatayn (al-Falaq and al-Nas). Explanatory segments serve as the units of analysis, with corpus coding based on textual-linguistic, intertextual-authoritative, contextual, and performative dimensions. The findings reveal that UAS’s pedagogy transforms through a synthesis model termed TACP (Text-Authority-Context-Performance). This model operates via four strategic steps: lexical-grammatical scaffolding, authoritative source validation, contextual translation, and audiovisual demonstration. Although this model renders Quranic education more accessible and engaging for audiences, it entails three inherent risks: fragmented consumption, figure-centric authority, and the oversimplification of exegesis. As a contribution, the study formulates strategic guidelines for educators and digital platforms to foster a superior learning ecosystem; these include publishing lectures within their full context, explicitly citing references, creating indexed playlists, and comprehensively strengthening digital tafsir literacy.
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