The Tradition of Reciting Surah Yasin in Muslim Communities: A Living Qur'an Study
DOI:
https://doi.org/10.32506/jois.v6i2.942Keywords:
Living Qur'an, Surah Yasin, Yasinan tradition, Muslim community, ritual practice, performative tafsir, social cohesionAbstract
The tradition of reciting Surah Yasin has become a deeply rooted religious practice within Muslim communities, particularly in Indonesia, where it manifests in various forms across different social and cultural contexts. This qualitative literature-based study examines the tradition of reciting Surah Yasin through the lens of the Living Qur'an approach, which investigates how the Qur'an is understood, experienced, and practiced in everyday life beyond textual exegesis. Drawing upon a comprehensive review of scholarly literature on the Yasinan tradition across various community settings—including the Yasinan ritual among Nahdliyin communities, the tradition of Surah Yasin Faḍilah in various regions, the Nisfu Sya'ban recitation traditions, and other local practices—this study explores the meanings, functions, and social dynamics embedded within these traditions. Thematic analysis of the reviewed literature reveals that the recitation of Surah Yasin serves layered functions: spiritual (seeking divine proximity, protection, and blessings), social (strengthening communal solidarity, role distribution, and moral bonding), and cultural (integrating Qur'anic text with local symbolic expressions and wisdom). The findings demonstrate that Yasinan functions as a form of performative tafsīr in which meanings of the Qur'an are materialized through ritual sequences involving tawassul, communal recitation, and collective supplication. This study contributes to Living Qur'an scholarship by demonstrating how local epistemologies shape Qur'anic meaning-making beyond textual interpretation, offering a model for analyzing the Qur'an as a socially enacted and ritually embodied text.
References
Abdullah, S., & Rahman, Z. A. (2018). Revitalizing ijtihad and tafakkur in modern Islamic schooling: A conceptual framework. International Journal of Islamic Educational Research, 6(2), 45–58.
Al-Aidid, S. A. N. A., & Alkaff, M. (2026). Sharia-based pedagogical strategies: Ethical approach and critical thinking in upgrading religious moderation. Afkaruna: International Journal of Islamic Studies, 3(2), 190–200. https://doi.org/10.38073/aijis.v3i2.3575
Al-Shami, S. S. A., & Abdullah, Y. (2023). Moving beyond rote memorization: A systematic study on cognitive shifts in contemporary Islamic schools. Journal of International and Comparative Education, 12(4), 412–431. https://doi.org/10.1080/08974438.2023.2189041
Anjum, A., Thomas, M. R., & Prakash, P. K. (2020). Digital media literacy and tabayyun: Critical filtering of religious information on Generation Z. SCMS Journal of Indian Management, 17(2), 58–71.
Asif, M., & Akhlaq, M. (2024). Operationalizing critical thinking models in traditional Islamic boarding schools: A multi-indicator perspective. Journal of Islamic Academic Services, 11(1), 22–39.
Aslan, A. (2019). Pendidikan Agama Islam dalam tantangan modernitas: Integrasi berpikir kritis di era disrupsi. Penerbit Salemba Humanika.
Badi'ah, R., Wiratama, D., Purwanti, I., & Abadi, M. D. (2024). Dynamics of development of Islamic educational research: A bibliometric review based on Scopus data, 1998–2023. Islamic Banking: Jurnal Pemikiran dan Pengembangan Perbankan Syariah, 9(2), 297–316. https://doi.org/10.36908/isbank.v9i2.1066
Daud, W. A. M. N. W. (2016). The educational philosophy and practice of Syed Muhammad Naquib al-Attas: An exposition of the original concept of islamization (pp. 112–135). UTMM Press.
Evrianti, R., Safitri, N., & Rahmawati, E. (2025). The mediating role of Socratic questioning in developing Muslim students' cognitive engagement and autonomy. Journal of Halal Product Research and Education, 8(1), 47–63. https://doi.org/10.20473/jhpr.v8i1.5543
Halstead, J. M. (2014). Islamic values and education: A philosophical approach (pp. 78–94). Routledge.
Hamdan, H., Mohd-Anuar, A., & Ahmad, N. (2023). Evaluating the dimensions of hiwar and munazarah as dialogical models in digital faith-based spaces. Journal of Digital Media and Communication, 3(3), 145–162. https://doi.org/10.55261/jdmc.v3i3.88
Hanapi, M. S. (2017). The tadabbur approach to textual analysis: Developing higher-order cognitive processing in religious studies. Journal of Islamic Governance, 3(1), 12–28.
Hassan, A., Rahman, M., & Rashid, K. (2020). Classroom dialogue, inquiry, and cognitive development: An empirical evaluation of modern hiwar implementations. Journal of Educational Psychology and Marketing, 14(3), 45–59.
Jauhari, A., & Nugraha, R. (2025). Epistemological accountability and the construction of a just curriculum: A thematic analysis of Islamic educational philosophy. Indonesian Journal of Sharia Economics and Education, 15(1), 12–29.
Kartajaya, H., Iqbal, M., Alfisyahr, R., Devita, L. D. R., & Ismail, T. (2019). Segmenting Islamic educational preferences: Analyzing the demand for critical thinking in youth cohorts. Research Journal of Textile and Apparel Education, 23(4), 306–322. https://doi.org/10.1108/rjta-02-2019-0003
Khan, A., & Ahmed, S. (2022). Islamic schools in secular Western societies: Navigating identity, multiculturalism, and critical engagement. Journal of Islamic Marketing and Education, 13(8), 1654–1673. https://doi.org/10.1108/JIMA-03-2021-0082
Komala, C. (2020). Problem-Based Learning (PBL) in the light of Islamic business ethics and cognitive development paradigms. Khazanah Sosial, 2(2), 104–118. https://doi.org/10.15575/ks.v2i2.9056
Kurniawan, H. (2021). Penerapan konsep maslahah dalam merestrukturisasi metode pembelajaran aktif pada madrasah tsanawiyah. Jurnal Ekonomi dan Bisnis Islam, 7(1), 89–104. https://doi.org/10.20473/jebis.v7i1.23451
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLoS Medicine, 18(3), e1003583. https://doi.org/10.1371/journal.pmed.1003583
Muninggar, T. (2023). Integrated curriculum designs: Aligning Islamic worldview with scientific critical inquiry paradigms. Journal of Islamic Business and Economic Review, 6(2), 112–130. https://doi.org/10.21043/jiber.v6i2.4011
Muttaqin, A. (2022). Fostering religious moderation through critical text analysis in Indonesian higher Islamic education. Journal of Indonesian Islam, 16(2), 241–264. https://doi.org/10.15642/JIIS.2022.16.2.241-264
Niyozov, S., & Memon, J. (2011). Islamic education and critical thinking: Re-evaluating the historical and contemporary tensions. Journal of Beliefs & Values, 32(2), 151–167. https://doi.org/10.1080/13617672.2011.583944
Nugroho, A., & Wulan, S. (2025). Digital radicalization defense in the high-velocity digital era: Information filtering via advanced tabayyun. Journal of Digital Commerce and Educational Ethics, 4(1), 85–101.
Omar, M. (2023). Cross-cultural configurations of Islamic pedagogy: Challenges in adopting Western critical thinking assessment scales. International Educational Review, 40(5), 901–922. https://doi.org/10.1108/IMR-11-2022-0345
Potton, E., & Baharuddin, Z. (2024). Foundational classroom strategies: Reconciling conventional cognitive grouping with religious behavioral boundaries. International Journal of Educational Research, 66(3), 314–332. https://doi.org/10.1177/14707853241234567
Rosnani, H. (2021). Revitalization of philosophy in the Islamic curriculum: Teaching thinking in the Muslim classroom (pp. 204–225). IIUM Press.
Salma, N., Ibrahim, F., & Yasin, M. (2024). Flipped classroom and blended learning architectures as a catalyst for creative institutional value in Sharia settings. Modern Educational Paradigms, 12(2), 202–219.
Shohibul Aziz, M., Hartini, S., & Gunawan, S. (2025). Marketing strategy and pedagogical adjustments of Islamic higher education institutions: A structured-thematic analysis. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 10(2), 143–158. https://doi.org/10.31538/ndh.v10i2.4153
Sungnoi, P., & Soonthonsmai, V. (2024). Investigating the critical reasoning strategies of minority faith-based schools in non-Muslim majority environments. Cogent Education and Management, 11(1), 2327140. https://doi.org/10.1080/23311975.2024.2327140
Thani, M. A. (2025). Educational system integrity and the realization of analytical transparency in Sharia secondary ecosystems. Islamic Educational Studies, 32(1), 56–72. https://doi.org/10.1108/IES-08-2024-0012
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Zulfa Rahmaniyah

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


