Implementation of the Ta’zir Principle in Applying the Arabic Language

Abstrak

This research aims to analyze the implementation of the ta’zir principle in applying disciplinary sanctions regarding Arabic language usage among new students at Daarul Faqih Qur’an Tahfidz Islamic Boarding School, Ranomeeto, South Konawe Regency. A qualitative-descriptive approach was used, involving participatory observation, semi-structured interviews, and documentation. The study was conducted throughout the even semester of the 2024 academic year, involving 15 new students as primary subjects and three supervising ustaz who intensively monitored daily discipline. The results indicate that minor physical and non-physical sanctions were proportionally enforced to cultivate awareness and responsibility among students. While the implementation of ta’zir effectively increased students' motivation and habitual use of Arabic, it also triggered psychological fear and stress, especially among new students undergoing adaptation. The firm attitude of supervisors and the active involvement of teachers or ustaz served as critical supporting factors for the effectiveness of the disciplinary system. However, obstacles such as inconsistent supervision, student fatigue, and a tendency to conceal violations hindered fluent communication. Overall, this research reveals that the ta’zir principle effectively promotes Arabic language discipline, although it requires a humane approach and continuous support from teachers or ustaz to optimize the Arabic language culture development among students.