Al-Af’āl al-Mazīdah fī Kitāb “Al-Qirā’ah al-Rasyīdah al-Juz al-Rābi’” wa Ta’tsīruhā fī al-Ma’na (Dirāsah Binyawiyyah Ma’nawiyyah)

Abstract

The Arabic language is renowned for the profound depth of its semantics, where even a slight modification of letters within a word can fundamentally alter its meaning. This morphosemantic richness, however, can frequently lead to linguistic errors, particularly through the misuse of augmented verbs (al-Af'al al-Mazidah) and the misunderstanding of complex grammatical structures. The defining characteristics of Arabic verbs lie in the perfection of their morphological patterns, showcasing intricate coordination between root letters, vocalic changes (Harakat), pronominal attachments, and temporal aspects to precisely illustrate the speaker's intent. In this structural framework, each letter plays a fundamental role, traditionally built upon the well-known triliteral root system (al-Fi'l al-Thulathi). Adopting this linguistic foundation, this study examines the pedagogical approach implemented at the Islamic Teacher Training College (Gontor). The curriculum aims to synchronize oral proficiency with advanced reading comprehension. Furthermore, it focuses on instilling a foundational philosophy of life through rational reading methodologies. These instructional strategies align with modern developmental methods in moral education. Specifically, this research highlights the impact of these approaches on the cognitive and mental education of fifth-grade students.