Effectiveness of Sarcasm in Qur’anic Teaching: Semantic-Hermeneutic Analysis of al-Maidah 27–30
Keywords:
sarcasm, semantic analysis, hermeneutics, Qur'anic pedagogy, educational effectivenessAbstract
This study explores the pedagogical effectiveness of sarcasm in al-Maidah verses 27–30 by employing a semantic-hermeneutic approach integrating classical tafsir and contemporary educational theories. The analysis reveals a progressive rhetorical strategy: verses 27–28 use defensive sarcasm to model moral alternatives, while verses 29–30 employ predictive irony to anticipate consequences and prevent harmful actions. These ironic speech acts create cognitive dissonance and emotional engagement, enhancing moral reflection and internalization without direct confrontation. Contemporary research supports that sarcasm, when used appropriately by trusted educators, improves student engagement and retention significantly. The findings contribute to developing Islamic educational models that harmonize traditional Qur’anic wisdom with modern pedagogical insights, offering practical strategies for effective moral education that respects scriptural authenticity and addresses contemporary learning needs.
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