Translating Turats, Reflecting Modernity: An Indonesian Naqli–Aqli Epistemology of Translation Tasks and Portfolio Assessment in Arabic Language Education
Keywords:
Translation, Portfolio assessment, Naqli–aqli integration, Turats, Arabic language educationAbstract
Translation has long linked Arabic and Indonesian learners to Islamic knowledge, from the Graeco-Arabic translation movement to the interlinear glossing of classical texts in pesantren, yet modern Arabic classrooms rarely connect this heritage with current translation theory and portfolio assessment. This conceptual article asks how an Indonesian epistemology can integrate naqli (transmitted) and aqli (rational) sources of knowledge in designing translation tasks and portfolios for Arabic learners. Using a philosophy-of-science lens, it compares heritage practices of translation and self-accounting (muhasabah) with modern work on translation in language teaching, translation quality, portfolio assessment and self-regulated learning. No field data are available, so the analysis is conceptual, and a constructed set of translation items is used only as a clearly labelled illustration. The article proposes a portfolio design built on collection, selection and reflection, a table of components and criteria that includes scholarly trust (amanah), and four testable propositions. It also states risks, including a return to grammar-translation habits and a romanticized reading of the heritage. The framework is a hypothesis for later design-based research, not an empirically established model.
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