Isti‘ārah dalam Al Qur’an dan Implikasinya bagi Pembelajaran Balaghah Digital

Abstract

Qur’anic metaphor requires learners to connect lexical meaning, grammatical relations, rhetorical imagery, and interpretive context. This article examines three deliberately selected expressions from Qur’an 17:24, 19:4, and 14:1 and develops implications for digital balāghah instruction. A qualitative textual analysis contrasts basic and contextual meanings through an adapted metaphor-identification framework, checks interpretations against accessible exegesis, and distinguishes rhetorical analysis from instructional design. The analysis identifies three pedagogically complementary relations: wing-lowering and compassionate humility, ignition and the spread of grey hair, and darkness-to-light movement and guidance. These relations illustrate that recognizing a metaphorical word is insufficient without explaining its contextual constraints and contribution to the verse. The resulting instructional proposal organizes learning around contextual reading, lexical contrast, source–target mapping, comparison of paraphrases, and evidence-based explanation. Digital annotation and staged feedback are positioned as supports for reasoning rather than substitutes for exegesis. An analytic assessment rubric is proposed to evaluate identification, contextual justification, rhetorical explanation, and responsible interpretation. The contribution is a bounded textual analysis and an untested design framework, not an effectiveness claim or an exhaustive inventory of Qur’anic metaphors. Classroom trials and independent expert review are required before conclusions can be drawn about learning outcomes.