Reconstructing the Psychology of Islamic Education through Arabic as a Neuroepistemic Infrastructure Based on the Epistemology of the Qur'an

Sutarman Sutarman; Ahmadi Ahmadi; Nurhasma Muhamad Saad

doi:10.38073/adabuna.v6i1.5787

Authors

Sutarman Sutarman Universitas Ahmad Dahlan, Yogyakarta
Ahmadi Ahmadi Institut Studi Islam Muhammadiyah Pacitan, Pacitan
Nurhasma Muhamad Saad Universiti Sains Islam Malaysia, Negeri Sembilan

DOI:

https://doi.org/10.38073/adabuna.v6i1.5787

Keywords:

Islamic Educational Psychology, Arabic Language Education, Neuroepistemic Infrastructure, Epistemology of the Qur'an

Abstract

Contemporary Islamic educational psychology still relies heavily on the epistemological foundations of modern psychology, while Arabic language education is more oriented towards linguistic competence. This dual tendency limits the understanding of the role of Arabic—as the language of revelation—in shaping the psychological development of learners. This research aims to reconstruct the psychology of Islamic education by placing Arabic as a neuro-epistemic infrastructure based on the epistemology of the Qur'an. Through a theoretical development approach that includes an integrative literature review, conceptual synthesis, and epistemological analysis of the Qur'an, this research combines insights from Islamic educational psychology, Arabic language education, neurolinguistics, cognitive science, as well as Qur'anic concepts such as iqrā', tafakkur, tadabbur, ta'aqqul, and tazakkur. This research develops the Neuro-Epistemic Infrastructure Theory of the Arabic Language (ANIT), which conceptualizes Arabic not just as a means of communication, but as an epistemic infrastructure that facilitates the formation of neuro-cognitive, neuro-affective, neuro-spiritual, and neuro-moral dimensions through the internalization of the meanings of the Qur'an. This proposed framework shifts the focus of Arabic language education from linguistic mastery to epistemic transformation, as well as repositioning Islamic educational psychology from the previous adaptive integration of modern psychological theories to a paradigm rooted in Qur'anic epistemology. This research contributes in the form of a new theoretical framework that expands the cross-disciplinary dialogue between Islamic educational psychology, Arabic language education, neurolinguistics, and Qur'anic epistemology, while providing a conceptual foundation for future empirical research.

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