Student Interpretation Bias Towards Arabic Lexical Terms in Gender-Related Verses of the Qur'an from the Perspective of Maudhū'ī Interpretation

Majda Qudsiyatul Malikh; Dafa Aqila Musyaffa

doi:10.31969/pusaka.v13i2.1640

Majda Qudsiyatul Malikh
Dafa Aqila Musyaffa University of Jordan

DOI: https://doi.org/10.31969/pusaka.v13i2.1640

Keywords: interpretive bias, arabic lexical terms, gender verses, thematic exegesis

Abstract

This study examines students’ interpretive bias toward Arabic lexical terms in Qur’anic gender-related verses through the perspective of thematic exegesis (tafsīr maudhū‘ī). The main issue lies in the tendency to reproduce key terms such as jilbāb (Q. al-Aḥzāb [33]:59), ḍaraba (Q. al-Nisā’ [4]:34), and qawwāmūna (Q. al-Nisā’ [4]:34) from classical exegesis with patriarchal nuances, often without contextual critique. The research employed a qualitative combined design, integrating field research and content analysis. The approaches used were thematic exegesis and Arabic lexical semantics. Textual data were collected through a reading and note-taking method from primary sources, including the Qur’an, classical tafsirs (al-Ṭabarī, al-Qurṭubī, Ibn Kathīr), and contemporary interpretations (al-Manār, al-Miṣbāḥ, Fazlur Rahman, Amina Wadud, and Quraish Shihab). Field data were obtained through in-depth interviews with 12 students from different study programs (Islamic Family Law, Qur’anic Studies, Arabic Language Education, Arabic Literature, and Islamic Education), selected using stratified purposive sampling. Data validation was conducted through source and method triangulation as well as peer discussion. The analysis followed Miles and Huberman’s model, consisting of condensation, display, and conclusion.

The findings reveal that lexical meanings in gender-related verses show diverse interpretations across classical and contemporary exegesis. Classical interpretations emphasize patriarchal aspects, while contemporary interpretations highlight contextual and egalitarian dimensions. Field research indicates that most students reproduce classical patriarchal readings, although a small number have attempted to present more egalitarian and contextual interpretations. These findings underline the urgency of strengthening critical exegesis literacy and gender awareness in Qur’anic studies, so that Qur’anic interpretation can be more just, humanistic, and aligned with the universal values of justice in Islam.

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