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摘要

先知优素福作为ahsanul qashas(最好的故事)的故事被奉为古兰经。先知优素福的故事在生活的各个方面都具有丰富的意义和学问。本文试图分析《优素福》蕴含的意义的丰富性,这与《优素福》的层次和表达方式有关。本文的研究方法采用描述定性与图书馆研究相结合的方法。理论分析采用了Quraish Shihab的Tafsir Al-Mishbah的视角。本研究的目的是回答nafs的表达和nafs的水平是如何包含在先知优素福和祖莱卡的故事。研究结果表明,先知优素福和祖莱卡故事中的nafs有两种不同的倾向:第一,祖莱卡的性格和行为中的愤怒程度,这被描述为服从欲望和跟随魔鬼的诱惑。第二,在优素福的性格中,冷静、服从、和平和坚韧不拔的水平是通过安拉给予的每一次考验来描述的。本研究的研究仅限于Zulaikha策划的说服故事。
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REFLEKSI NAFS DALAM KISAH NABI YUSUF AS DAN ZULAIKHA: ANALISIS TAFSIR AL-MISHBAH KARYA QURAISH SHIHAB
The story of the Prophet Yusuf as ahsanul qashas (the best story) which is enshrined in the Qur'an. The story of the Prophet Yusuf is a story that has a wealth of meaning and learning in all aspects of life. This article attempts to analyze the richness of meaning contained in surah Yusuf which is related to the levels and expressions of the nafs. The research method in this article uses descriptive qualitative with a library research approach. Theoretical analysis uses the perspective of Tafsir Al-Mishbah by Quraish Shihab. The purpose of this research is to answer how the expression of nafs and levels of nafs are contained in the story of Prophet Yusuf and Zulaikha. The results of the study show that the nafs in the story of Prophet Yusuf and Zulaikha are distinguished by two tendencies: First, the level of anger in Zulaikha's personality and behavior which is depicted in obedience to lust and following the devil's temptations. Second, the levels of muthmainnah and radhiyah nafs in Yusuf's personality which are described by calm, obedience, peace, and fortitude in going through every test given by Allah SWT. The study in this research is limited to the story of persuasion planned by Zulaikha.  
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HUBUNGAN POLA ASUH ORANG TUA TERHADAP MOTIVASI BELAJAR SISWA MODALITAS BELAJAR MAHASISWA PRODI PAI STAI DARUSSALAM LAMPUNG DITINJAU DARI GAYA BELAJAR KONDISI DAN SUASANA PEMBELAJARAN EFEKTIF YANG ISLAMI PERKEMBANGAN MADRASAH DI INDONESIA: KAJIAN HISTORIS PADA MADRASAH NAHDLATUL WATHAN LOMBOK METODE PENGAJARAN DALAM PERSPEKTIF Al-QURAN (TINJAUAN Q.S. AN-NAHL AYAT 125)
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