LEXICAL-SEMANTIC ANALYSIS OF “WASA?AN” (QUR’AN 2:143) AND ITS PEDAGOGICAL IMPLICATIONS FOR ARABIC LANGUAGE EDUCATION
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Abstract
This study examines the lexical-semantic structure of Wasa?an (???????) and its relevance to Arabic language learning. Using a qualitative-descriptive method with library research, the study applies Izutsu’s semantic field theory and Versteegh’s linguistic analysis. Analysis covers root meaning, contextual meaning, and semantic field in QS. Al-Baqarah 2:143. Morphologically, Wasa?an is rooted in ?-?-? with the pattern ????? (Fa‘al), denoting a “middle” position. Semantically, it extends to justice (al-‘Adl), balance, and excellence (al-khiy?r), and in the Qur’anic context, reflects a sociological principle requiring moderate, just, and objective attitudes. Its meaning contrasts with extremism (Ghuluw), negligence (Tafr??), and excessiveness (Ifr??), forming equilibrium in individual and social life. The study highlights that semantic analysis integrates linguistic and axiological dimensions. An approach combining morphology, syntax, and semantics enhances Arabic learning and fosters moderate character. Wasa?an thus bridges language, values, and education, offering a model for value-based Arabic instruction.
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